Mayuri Yamaguchi

Instructor with excellent interpersonal skills and ability to foster positive learning environment conducive to success. Imparted comprehensive topical knowledge in varied modalities to enhance deeper learning. Developed meaningful test instruments to complement and validate course curriculum. Knowledgeable foreign language pedagogy making complex concepts easier to understand while challenging students to think critically. Monitored student progress and adjusted instruction as needed. Familiar with different assessments and pedagogical methods to help gauge understanding and learning.

• Date of Birth: 02/01/1974
• Gender: Female

• To Match Both Needs and Wants: Finding Effective Ways to Raise Learners' Intercultural Communicative Competence in Global English Ⅰ(February 2014). Journal of Bunkyo Gakuin University, The Department of Foreign Languages no.18. Bunkyo Gakuin University, Japan. Summary: The author identified insufficiencies to accomplish the goal of mastering appropriate intercultural communicative competence. The result showed that there are some gaps between instructors and learners on the course expectation, perception, and practical needs. In order to improve learners’ critical thinking and awareness raising skills, the use of multimedia sources, the increase of the opportunities of cross-cultural encounters in class, and the use of student portfolio were encouraged.
• Adding Essential Skills to Become True EIL Users: Achieving Transformative Learning Practices in a TOEIC Listening Class (February 2017). Journal of Bunkyo Gakuin University, The Department of Foreign Languages no.16. Summary: In this study, four reflective assignments were conducted in a TOEIC listening class to examine how able the adult learners were in transforming their views and values aside from improving their TOEIC scores. The result showed the majority of learners were especially engaged in World Englishes listening activities and demonstrated the importance of understanding diverse accents in order to become true EIL users. In order to equip better intercultural communicative competence to have independent thinking skills for learners, the author suggest transformative learning activities in class.
• Is My Scientific Presentation Intelligible and Convincing?: Role of Peer Feedback to Fill the Gap with Your International Audience, (February 2018). Journal of Bunkyo Gakuin University, The Department of Foreign Languages no.17. Summary: This study examined the effectiveness of peer feedback to foster effective scientific presentation skills among international science major students. The result demonstrated the majority of speakers value and appreciate peer feedback though only about half of them successfully overcome their weaknesses in their final presentations. Additionally, major gaps were observed between evaluations of both sides on speakers’ final performances. This paper proposes multiple peer feedback processes along with adjustment of its quality to your own teaching context to encourage narrowing the gaps between both parties.
• Thinking with others about the Direction of Science: Enhancing Science Communication Skills through Audience Diversity (March 2020). Studies in Foreign Language Education vol.42. pp.23-38. Center for Education of Global Communication. Foreign Language Education Division, University of Tsukuba, Japan. Summary: The purpose of the study was to find out the effects of intercultural science communication between Japanese and international students through a science communication interview project. The result demonstrated that the majority of international students experienced profound reflections and transformations about their views on science communication by practice with Japanese students they were unfamiliar with. In order to promote understanding of the wider social views on controversial science topics, promotion of intercultural communication practice with unfamiliar, diverse audiences in university courses is highly recommended.
• Effectiveness of Presentation Exchange with Diverse Audiences beyond Classrooms, (March 2021). Studies in Foreign Language Education vol.43. pp.31-45. Center for Education of Global Communication. Foreign Language Education Division, University of Tsukuba, Japan. Summary: In this study, a presentation exchange assignment was conducted between Japanese and international students to improve their negotiation skills, confidence, and active attitudes towards intercultural communication. The result demonstrated that the exchange encouraged many students to understand, reflect, and learn about the importance of improving the importance of their presentation and communication skills for diverse audiences.