Faculty Profiles
Updated on 2026/02/25
Research areas: L2 reading strategies, eye tracking, L2 humor competency, English program administration, CALL, non-native speaker participation in oral communication
Educational areas: English as a foreign language, adademic skills, global issues (especially urban sustainability) and social issues
Master's of Arts ( 2001.6 Portland State University )
Master's of Arts: TESOL ( 2001 )
Bachelor's of Arts ( 1997.6 University of Oregon )
Humanities & Social Sciences / Foreign language education
Portland State University Applied Linguistics
1999 - 2001
Okayama University Associate Professor
2025.8
JALT
2002
Evaluating the Vocabulary Coping Strategies of L2 Readers: An Eye Tracking Study Reviewed
Prichard, C., Atkins, A.
TESOL Quarterly 55 ( 2 ) 593 - 620 2021.6
Training English language learners to recognize English satirical news Reviewed
Rucynski, J., & Prichard, C.
Bridging the Humor Barrier: Humor Competency Training in English Language Teaching 2020.3
Humor competency training for sarcasm and jocularity Reviewed
Prichard, C., & Rucynski, J.
Bridging the Humor Barrier: Humor Competency Training in English Language Teaching 2020.3
L2 readers’ global processing and selective attention: An eye tracking study Reviewed
Caleb Prichard
TESOL Quarterly 52 ( 5 ) 445 - 456 2018
The Balance of Teacher Autonomy and Top-Down Coordination in ESOL Programs Reviewed
Caleb Prichard, Jana Moore
TESOL QUARTERLY 50 ( 1 ) 190 - 201 2016.3
Variables influencing teacher autonomy, administrative coordination, and collaboration Reviewed
Caleb Prichard, Jana E. Moore
Journal of Educational Administration 54 ( 1 ) 58 - 74 2016.2
Evaluating L2 readers' vocabulary strategies and dictionary use Reviewed
Caleb Prichard
Reading in a Foreign Language 20 ( 2 ) 216 - 231 2008
Two Talks by Visiting Scholars - L2 Reading Research; L2 Vocabulary Acquisition
Caleb Prichard, Sam Barclay
2026.2
Variables affecting the use and outcomes of machine translation for reading: Text difficulty and cognitive reading anxiety Reviewed
Caleb Prichard, Andrew Atkins
System 134 103822 2025.11
Responding to humor online Reviewed
Caleb Prichard, Audrey Rousse-Malpat
The European Journal of Humour Research 13 ( 3 ) 321 - 326 2025.10
Humor convergence based on humor type: a quantitative study of L2 humor responses Reviewed
Caleb Prichard, Audrey Rousse-Malpat, Héloïse Girard
HUMOR 38 ( 3 ) 2025.4
The effect of instruction on L2 learners’ ability to use verbal irony online Reviewed
Caleb Prichard, John Rucynski, Erin Gagatko
HUMOR 37 ( 4 ) 2024.10
Examining readers' use of machine translation through eye tracking Reviewed
Caleb Prichard, Andrew Atkins
System 125 103415 - 103415 2024.10
The Role of Humour Competency Training in English Language Teaching Reviewed
John Rucynski, Caleb Prichard
The Palgrave Handbook of Humour Research 497 - 519 2024.6
What to do about machine translation? Language teacher beliefs and practices in Japan. Reviewed
Sakui, Keiko, Nakamura, M, Prichard, Caleb, Cowie, Neil
Modern English Teacher 32 ( 5 ) 61 - 63 2023.9
Prichard, Caleb, Atkins, Andrew
International Journal of Lexicography 36 ( 2 ) 133 - 148 2023
Humor competency training with Japanese learners of English Reviewed
John Rucysnki, Caleb Prichard
Re-envisioning Language Teaching & Learning in Asia 2023
L2 learners' ability to recognize ironic online comments and the effect of instruction Reviewed
Prichard, C., Rucynski, J.
System 105 102733 - 102733 2022.4
The effect of different vocabulary coping strategies on incidental vocabulary acquisition Reviewed
caleb prichard
Reading Matrix 22 ( 2 ) 1 - 16 2021.9
Are you serious? Teaching Sarcasm, jocularity, and other verbal irony Invited
Prichard Caleb, Rucynski John
As We Speak 2021.9
Sarcasm is soooo Easy to Understand: Teaching Verbal Irony in the English Language Classroom. Reviewed
Rucynski John, Prichard Caleb
Teach English With a Sense of Humor: Why (and How to) Be a Funnier and More Effective English Teacher and Laugh All the Way to Your Classroom 2021.6
Implementing humor instruction into English language teaching. Reviewed
caleb prichard
English Teaching Forum 59 ( 3 ) 2 - 13 2021
Online research strategies of L2 readers: Evaluating strategic competence through mixed methods. Reviewed
Prichard, Caleb, Atkins, Andrew
Reading Matrix 20 ( 1 ) 84 - 100 2020.4
Variables Influencing the Management of English Programs in Japanese Colleges Reviewed
caleb prichard
大学英語教育学会紀要 64 117 - 132 2020
Second language learners’ ability to detect satirical news and the effect of humor competency training
Caleb Prichard, John Rucynski
TESOL Journal 10 ( 1 ) 2019.3
Selective attention of L2 learners in task-based reading online Reviewed
Prichard, C., Atkins, A.
Reading in a Foreign Language 31 ( 2 ) 269 - 290 2019
L2 learners’ ability to detect satirical news and the effect of humor competency training Reviewed
Caleb Prichard
TESOL Journal. early view 2018
Coordination, teacher autonomy, and collaboration in EFL programs in Japanese higher education Reviewed
Caleb Prichard
JALT Journal 38 ( 2 ) 75 - 96 2016
Evaluating L2 readers’ previewing strategies using eye tracking Reviewed
Caleb Prichard
The Reading Matrix 16 ( 2 ) 110 - 130 2016
Fake news for understanding for recognizing satire & developing media literacy Reviewed
Caleb Prichard
New Ways of Teaching with Humor 2016
Understanding sarcasm through memes Reviewed
Caleb Prichard
New Ways of Teaching with Humor 2016
Critical Thinking and Learning Commons: Initial Observations and Possible Applications
caleb prichard
大学教育研究紀要 2014.12
Reading Strategy Use of Low- and High-Proficiency Learners and the Effect of Reading Instruction
caleb prichard
大学教育研究紀要 2014.12
The Effects of Poster Presentations and Class Presentations on Low-Proficiency Learners Reviewed
Caleb Prichard, Dan Ferreira
TESOL Journal 5 ( 1 ) 172 - 185 2014
Okayama University LEC English Program Evaluation Plan and Pretest Results
caleb prichard
大学教育研究紀要 2013.12
Using social networking sites as a platform for L2 learning Reviewed
Caleb Prichard
TESOL Journal 4 ( 4 ) 752 - 758 2013
Training L2 learners to use facebook appropriately and effectively Reviewed
Prichard, C.
CALICO Journal 30 ( 2 ) 115 - 128 2013
Using Social Networking Sites as a Platform for Second Language Instruction
Prichard, C.
TESOL Journal 4 ( 4 ) 2013
The effect of lexical coverage and dictionary use on L2 reading comprehension Reviewed
Caleb Prichard
The Reading Matrix 11 ( 3 ) 207 - 225 2011
Using social bookmark sites for independent reading projects Reviewed
Caleb Prichard
JALT CALL Journal 6 ( 2 ) 115 - 128 2010
Publishing L2 learners' writing on sites with user-generated content: Analyzing the potential audience Reviewed
Caleb Prichard
JALT CALL Journal 4 ( 1 ) 30 - 39 2008
Defining and measuring selective dictionary use among L2 readers
Caleb Prichard
JALT2007 Conference Proceedings 726 - 735 2008
Bridging the Humor Barrier: Humor Competency Training in English Language Teaching
（ Role： Joint editor）
Lexington Books 2020.3 （ ISBN:1498592007 ）
Why the "Silent Finns" Have the Loudest Classrooms and Implications for Japanese Universities
Prichard Caleb, Fast Thomas
Bulletin of Higher Education Okayama University ( 11 ) 127 - 138 2015.12
The Need & Potential for Humor Competency Instruction in Language Education
Prichard, Caleb
TABU DAG 2024.6
The Use and Outcomes of Machine Translation by L2 Readers: A Mixed Methods Study
Prichard, Caleb
American Association of Applied Linguistics 2023 2023.9
The Effect of Instruction on L2 Learners’ Production of Verbal Irony Online
Prichard, Caleb, Rucynksi, John
International Society for Humor Studies Conference 2023 2023.6
How L2 Readers Use Google Translate and its Effects
Prichard, Caleb
TESOL Convention 2023.3
Sarcastic or Sincere? Developing Ability to Recognize Verbal Irony Online
Prichard, Caleb, Rucynski, John
TESOL Convention 2023.3
Guiding Learners to Detect Ironic Comments on Social Media
Rucynski, J, Prichard, C
JALT Conference 2022 2022.11.12
What Eye Movements Reveal about Effective Vocabulary Coping Strategies
Prichard, C
JALT Conference 2022 2022.11
Strategies for Task-Based Reading: Evidence from Eye Tracking
Prichard, Caleb
International Conference on Task-Based Language Teaching 2022.8.30
Evaluating the Vocabulary Coping Strategies of L2 Readers through Eye Tracking
Prichard, Caleb, Atkins, Andrew
European Conference of Eye Movements 2022 2022.8.26
What Eye Tracking Shows about the Most Effective Reading Strategies
Prichard, Caleb
JALT PANSIG 2022 2022.7.9
L2 Learners' Humor Competence with Verbal Irony Online
Prichard, Caleb
International Society for Humor Studies Conference 2022 2022.6.29
Using Satirical News to Deepen Awareness of Contemporary Social Issues
John Rucynski, Caleb Prichard
TESOL 2022 Convention & English Language Expo 2022.3
L2 Readers' Vocabulary Coping Strategies and their Effect: An Eye Tracking Study
Prichard Caleb, アトキンズ アンドリュー
International Association of Applied Linguistics (AILA 2021) 2021.8
Humor Competence in Intercultural Communication Invited
Rucynski John, Prichard Caleb
JALT PanSig2021 2021.7
Training English Language Learners to Detect English Satirical News Invited
Rucynski, John, Prichard, Caleb
TESOL Convention 2021.3
Training Learners to Recognize Sarcasm in Conversation
TESOL Convention 2021.3
Considering the Cultural Context when Incorporating Humor into the Language Teaching Curriculum
Rucynski, John, Prichard, Caleb
American Association of Applied Linguistics 2021 2021.3
L2 Readers’ Vocabulary Coping Strategies: An Eye Tracking Study
Prichard, Caleb
American Association of Applied Linguistics 2021 2021.3
How Readers Cope with Unknown Vocabulary: An Eye Tracking Study
2021.3
Training Japanese Learners of English to Recognize Verbal Irony in Conversation
Prichard, C, Rucynski, J
Australasian Humour Studies Network 2021.2
Using cross-cultural humour misunderstanding case studies in the foreign language classroom
Rucynski, J, Prichard, C
Australasian Humour Studies Network 2021.2
Coordination, Collaboration, and Teacher Autonomy of English Programs in Japanese Colleges
Prichard, Caleb
JAAL in JACET 2020.12
Examining the Role of Humor Competence in Intercultural Communication
Rucynski, J, Prichard, C
SIETAR Japan Annual Conference 2020.11
Training Learners of English to Recognize Verbal Irony
Caleb Prichard
American Association of Applied Linguistics 2019 2019.3
The Efficacy of Humor Competency Training in Second and Foreign Language Teachin
Caleb Prichard
American Association of Applied Linguistics 2019 2019.3
Exploring Selective Attention of L2 Readers through Eye Tracking”
Caleb Prichard
Language in Focus 2018 2018
Global Reading Strategies and Selective Attention
Caleb Prichard
International Congress of Linguists 2018 2018
Detecting Online Satirical News: New Competency in the Digital World
Caleb Prichard
AsiaTEFL Conference 2017
Selective Attention of Second Language Readers
Caleb Prichard
European Conference of Eye Movements 2017
Detecting Satirical News: A New Competency for English Language Learners in our Digitalized World
Caleb Prichard
Association for Teacher Education in Europe Annual Conference 2017
Eye Tracking to Evaluate the Global Reading Strategies of L2 Reader
Caleb Prichard
American Association of Applied Linguistics 2017 2017
Selective Attention of Effective L2 Readers: An Eye-tracking Study
Caleb Prichard
TESOL 2017 Convention 2017
Fake News or Odd News?: Analyzing Japanese English Speakers’ Difficulty in Detecting Satire
Caleb Prichard
American Association of Applied Linguistics 2017 2017
New Ways of Teaching With Humor to Enrich Your Classroom
Caleb Prichard
TESOL 2017 Convention 2017
Building Bridges through Collaborative Projects between Japanese and International Students
Caleb Prichard
Conference on Global Higher Education 2017
Previewing Strategies: An Eye-Tracking Study
Prichard, Caleb, Atkins, Andrew
JALT 2016 2016.11
Transforming Humor in ELT from Ha-Ha to Aha!
JALT 2016 2016.11
The Online Reading Strategies of Language Learners
EURO CALL 2016 2016
Training English Language Learners (ELLs) to Comprehend and Respond to Humorous Memes
Rucynski, John, Prichard, Caleb
International Society for Humor Studies Conference 2016 2016
Teaching Digital Literacy, Culture, and Humor through Internet Memes
Rucynski, John, Prichard, Caleb
TESOL Convention 2015 2015
Teacher Autonomy and Coordination in Japanese and US ESOL Programs
Prichard, Caleb
TESOL Regional Conference 2015, Excellence in Language Instruction 2015
Balancing Administrative Control and Teacher Autonomy in Language Programs
Prichard, Caleb, Moore, Jana
TESOL Convention 2014 2014
Cognitive and Metacognitive Strategies of More Proficient Readers
Prichard, Caleb
AsiaTEFL International Conference 2014 2014
Analyzing the Effects of Two Presentation Tasks
Prichard, Caleb
JALT Conference 2013 2013
Utilizing Facebook for Language Learning
Prichard, Caleb
EURO CALL 2012 2012
Using Social Bookmarking Sites for Independent Reading Projects
Prichard Caleb
CamTESOL 2010 2010
Facilitating Reading Instruction with Online Social Bookmarking
Prichard, Caleb
EURO CALL 2010 2010
Vocabulary Strategies of L2 Readers
Prichard
Asia TEFL 2008 2008
Encouraging & Measuring Selective Dictionary Use
Prichard, Caleb
JALT 2007
Evaluating User Responses to Students' Blogs, Wikis, Forums
Prichard caleb
New and Emerging Technologies in ELT Conference 2007
The Effectiveness of ESL Readers' Dictionary Use
Prichard
TESOL 2007
Analyzing User Responses to Learners' Blogs, Wikis, and Forums
Prichard
JALTCALL 2007
Evaluating the Use of Machine Translation through Eye Tracking
Grant number：24K04055 2024 - 2027
Authorship：Principal investigator
Exploring the relationship between L2 reading competence and emotion and cognitive load using eye tracking and galvanic skin response
Grant number：23K00761 2023.04 - 2026.03
日本学術振興会 科学研究費助成事業 基盤研究(C)
アトキンズ アンドリュー, Prichard Caleb
Grant amount：\4810000 （ Direct expense: \3700000 、 Indirect expense：\1110000 ）
Evaluating the effectiveness of humor training on engaging in humor in online communication
Grant number：23K00675 2023.04 - 2026.03
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
Grant amount：\4030000 （ Direct expense: \3100000 、 Indirect expense：\930000 ）
Reading and vocabulary strategies of Japanese readers of English: An eye tracking study
Grant number：19K00662 2019.04 - 2023.03
Japan Society for the Promotion of Science Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
Prichard Caleb
Grant amount：\4290000 （ Direct expense: \3300000 、 Indirect expense：\990000 ）
We carried out five empirical experiments using eye tracking to investigate the reading strategies on Japanese learners of English. This has led to five articles in peer-reviewed international journals, including a Q1 and a Q2 journal. Another study is currently being reviewed by a Q1 journal. We also presented the results at 11 conferences. Nine were international conferences, including two presentations at the European Conference of Eye Movements.
<BR>
The studies highlighted the importance of reading strategies. Eye tracking showed that closely reading important and difficuly parts of a text can leading to better task performance and vocabulary learning. Meanwhile, reading an entire text in the same way (showing a lack of metacognitive competence) may hinder one's reading ability and learning. Learners who use resources such as dictionaries and machine translation do better when they use it strategically.
The Role of Instruction and International Communication in the Development of Humor Competency in a Foreign Language
Grant number：19K00909 2019 - 2021
Kakenhi Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
RUCYNSKI John
Grant amount：\3900000 （ Direct expense: \3000000 、 Indirect expense：\900000 ）
During this project, we implemented a new research study designed to measure the effect of training materials on improving the ability of Japanese learners of English to detect, comprehend, and react to how humor is used in English speaking countries. Our research project resulted in significant results and the Principal Investigator and Co-Investigator were thus very successful in having research articles and conference proposals accepted. Publications for this project included an edited book (by the Principal Investigator and Co-Investigator), four book chapters, and four peer-reviewed journal articles. The PI was also invited to write a series of columns for TESOL International about the theme of the research project. Despite the impact of COVID-19, the PI also delivered more than 20 oral presentations at academic conferences.
Utilizing Eye-Movement Data to Asses Strategic Competence Across a Range of Reading Task Tyoes in Second Language Learners
Grant number：18K00767 2018 - 2020
Kaken Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
Caleb Prichard
Authorship：Principal investigator Grant type：Competitive
Using an eye tracking system, we have researched how students approach different reading task types of those typically found in textbooks, as well as the type of reading students perform when they are researching topics for the purpose of writing reports. The eye tracking system provides insight into where participants focus their attention and possible words and areas that participants process. In general we found that students with higher ability in English used more and more appropriate strategies in their reading.
Evaluating the effectives of humor training in language education
Grant number：16K02838 2016 - 2018
Kakenhi Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
John Rucynski Caleb Prichard
Authorship：Principal investigator Grant type：Competitive
The aim of this research was to help university-level Japanese learners of English improve their understanding of the types of humor used in English-speaking countries and consequently improve their English communication skills and cross-cultural understanding. We focused on two particular types of English humor that are relatively rare in modern Japanese society, satirical news and sarcasm. Both of these types of humor are very common in English-speaking societies, so can cause misunderstandings and confusion for Japanese learners of English. The aim of this research was not to help Japanese learners to produce such humor, but more to detect it and respond appropriately. In order to achieve this aim, we developed a range of humor competency training materials. For both the satirical news training and sarcasm training, students in the experimental groups made significant improvements in their ability to detect the respective type of English humor.
Utilizing Eye-Movement Data to Identify Reading Strategies of Proficient Readers in a Second Language
Grant number：15K02770 2015.04 - 2018.03
Kakenhi Grants-in-Aid for Scientific Research Grant-in-Aid for Scientific Research (C)
Andrew Atkins Caleb Prichard
Authorship：Principal investigator Grant type：Competitive
The project produced some interesting and useful insights into the reading strategy use of Japanese learners of English, although from the start we were limited and disappointed by the performance of the equipment that we were able to purchase with the funding. We were able to publish our results in two respected international journals and presented our findings at domestic and international conferences across a range of academic fields from English Language Teaching to Eye-Movement. Overall we found that in the tasks that we used when conducting experiments, all but the highest ability students failed to read in a strategic manner. This was mainly for tasks to assess selective attention in reading that included reading to write a summary and reading to find specific information within an online text.
Model United Nations Preparation Class （2024academic year） Third semester - 火7～8
Teaching Foreign Languages （2024academic year） Fourth semester - 木7～8
English Communication: Healthy & Sustainable Societies 1 （2024academic year） Third semester - 月1～2
English Communication: Healthy & Sustainable Societies 1 （2024academic year） Fourth semester - 月7～8
Advanced English （2024academic year） Fourth semester - 木7～8
Advanced English（AC1） （2024academic year） Third semester - 月3～4
Advanced English（AC1） （2024academic year） Third semester - 木7～8
Advanced English（IGS） （2024academic year） Third semester - 月7～8
Advanced English（MUN） （2024academic year） Third semester - 火7～8
English (Writing)-1 （2024academic year） Third semester - 木4
English (Writing)-1 （2024academic year） Third semester - 木6
English (Writing)-1 （2024academic year） Third semester - 木5
English (Writing)-2 （2024academic year） Fourth semester - 木4
English (Writing)-2 （2024academic year） Fourth semester - 木5
English (Writing)-2 （2024academic year） Fourth semester - 木6
English (R&W)-1 （2024academic year） Third semester - 金3～4
English (R&W)-1 （2024academic year） Third semester - 金5～6
English (R&W)-2 （2024academic year） Fourth semester - 金3～4
English (R&W)-2 （2024academic year） Fourth semester - 金5～6
Model United Nations Preparation Class （2023academic year） Third semester - 木7～8
Teaching Foreign Languages （2023academic year） Second semester - 木7～8
English Communication: Healthy & Sustainable Societies 1 （2023academic year） Third semester - 月1～2
English Communication: Healthy & Sustainable Societies 1 （2023academic year） Fourth semester - 月7～8
Advanced English （2023academic year） Second semester - 木7～8
Advanced English（AC1） （2023academic year） 1st semester - 月7～8
Advanced English（AC1） （2023academic year） Second semester - 月5～6
Advanced English（IGS） （2023academic year） Third semester - 月7～8
Advanced English（MUN） （2023academic year） Third semester - 木7～8
English (Writing)-1 （2023academic year） 1st semester - 木5
English (Writing)-1 （2023academic year） Third semester - 木6
English (Writing)-1 （2023academic year） Third semester - 木5
English (Writing)-1 （2023academic year） Third semester - 木4
English (Writing)-1 （2023academic year） Third semester - 木3
English (Writing)-1 （2023academic year） 1st semester - 木6
English (Writing)-2 （2023academic year） Second semester - 木5
English (Writing)-2 （2023academic year） Fourth semester - 木6
English (Writing)-2 （2023academic year） Fourth semester - 木5
English (Writing)-2 （2023academic year） Fourth semester - 木4
English (Writing)-2 （2023academic year） Fourth semester - 木3
English (Writing)-2 （2023academic year） Second semester - 木6
English (R&W)-1 （2023academic year） 1st semester - 火1～2
English (R&W)-1 （2023academic year） Third semester - 金5～6
English (R&W)-1 （2023academic year） Third semester - 金3～4
English (R&W)-1 （2023academic year） 1st semester - 金5～6
English (R&W)-2 （2023academic year） Second semester - 火1～2
English (R&W)-2 （2023academic year） Fourth semester - 金5～6
English (R&W)-2 （2023academic year） Fourth semester - 金3～4
English (R&W)-2 （2023academic year） Second semester - 金5～6
Reading with discussion （2023academic year） Prophase - 火3
Social Issues in English Speaking Countries （2023academic year） Prophase - 火4
Model United Nations Preparation Class （2022academic year） Third semester - 金7～8
English Communication: Healthy & Sustainable Societies 1 （2022academic year） Third semester - 月1～2
English Communication: Healthy & Sustainable Societies 1 （2022academic year） Fourth semester - 月7～8
Advanced English（AC1） （2022academic year） 1st semester - 月7～8
Advanced English（AC1） （2022academic year） Second semester - 月5～6
Advanced English（IGS） （2022academic year） Third semester - 月7～8
Advanced English（MUN） （2022academic year） Third semester - 金7～8
Academic English for Natural Science （2022academic year） Late - 月5～6
English (Writing)-1 （2022academic year） 1st semester - 木5
English (Writing)-1 （2022academic year） Third semester - 木6
English (Writing)-1 （2022academic year） Third semester - 木5
English (Writing)-1 （2022academic year） Third semester - 木4
English (Writing)-1 （2022academic year） Third semester - 木3
English (Writing)-2 （2022academic year） Second semester - 木5
English (Writing)-2 （2022academic year） Fourth semester - 木6
English (Writing)-2 （2022academic year） Fourth semester - 木5
English (Writing)-2 （2022academic year） Fourth semester - 木4
English (Writing)-2 （2022academic year） Fourth semester - 木3
English (R&W)-1 （2022academic year） 1st semester - 火1～2
English (R&W)-1 （2022academic year） Third semester - 金5～6
English (R&W)-1 （2022academic year） Third semester - 金3～4
English (R&W)-1 （2022academic year） 1st semester - 金5～6
English (R&W)-2 （2022academic year） Second semester - 火1～2
English (R&W)-2 （2022academic year） Fourth semester - 金5～6
English (R&W)-2 （2022academic year） Fourth semester - 金3～4
English (R&W)-2 （2022academic year） Second semester - 金5～6
Reading with discussion （2022academic year） Prophase - 火3
English Communication: Healthy & Sustainable Societies 1 （2021academic year） Third semester - 月1～2
English Communication: Healthy & Sustainable Societies 1 （2021academic year） Fourth semester - 月7～8
Advanced English （2021academic year） Third semester - 木7～8
Advanced English （2021academic year） Third semester - 月7～8
Advanced English （2021academic year） Second semester - 月5～6
Advanced English （2021academic year） 1st semester - 月7～8
Academic English for Natural Science （2021academic year） Late - 月5,月6
English (Writing)-1 （2021academic year） Third semester - 木6
English (Writing)-1 （2021academic year） Third semester - 木5
English (Writing)-1 （2021academic year） Third semester - 木4
English (Writing)-1 （2021academic year） Third semester - 木3
English (Writing)-1 （2021academic year） 1st semester - 木5
English (Writing)-2 （2021academic year） Fourth semester - 木6
English (Writing)-2 （2021academic year） Fourth semester - 木5
English (Writing)-2 （2021academic year） Fourth semester - 木4
English (Writing)-2 （2021academic year） Fourth semester - 木3
English (Writing)-2 （2021academic year） Second semester - 木5
English (R&W)-1 （2021academic year） Third semester - 金5～6
English (R&W)-1 （2021academic year） Third semester - 金3～4
English (R&W)-2 （2021academic year） Fourth semester - 金5～6
English (R&W)-2 （2021academic year） Fourth semester - 金3～4
English (S&L)-1 （2021academic year） 1st semester - 火5～6
English (S&L)-1 （2021academic year） 1st semester - 火1～2
English (S&L)-2 （2021academic year） Second semester - 火5～6
English (S&L)-2 （2021academic year） Second semester - 火1～2
Reading with discussion （2021academic year） Late - 月3
Social Issues in English Speaking Countries （2021academic year） Prophase - 月2
English Communication: Healthy & Sustainable Societies 1 （2020academic year） Third semester - 月1,月2
English Communication: Healthy & Sustainable Societies 1 （2020academic year） Fourth semester - 月7,月8
Advanced English （2020academic year） Third semester - 月7,月8
Advanced English （2020academic year） Third semester - 木7,木8
Advanced English （2020academic year） Second semester - 金5,金6
Advanced English （2020academic year） Second semester - 月5,月6
Academic English for Natural Science （2020academic year） Prophase - 木3,木4
English (Speaking)-1 （2020academic year） 1st semester - 月1
English (Speaking)-1 （2020academic year） 1st semester - 月2
English (Speaking)-2 （2020academic year） Second semester - 月1
English (Speaking)-2 （2020academic year） Second semester - 月2
English (Writing)-1 （2020academic year） 1st semester - 木5
English (Writing)-1 （2020academic year） 1st semester - 木6
English (Writing)-2 （2020academic year） Second semester - 木6
English (Writing)-2 （2020academic year） Second semester - 木5
English (R&W)-1 （2020academic year） Third semester - 金5,金6
English (R&W)-1 （2020academic year） Third semester - 金3,金4
English (R&W)-1 （2020academic year） 1st semester - 火1,火2
English (R&W)-2 （2020academic year） Fourth semester - 金5,金6
English (R&W)-2 （2020academic year） Fourth semester - 金3,金4
English (R&W)-2 （2020academic year） Second semester - 火1,火2
English (S&L)-1 （2020academic year） 1st semester - 金3,金4
English (S&L)-2 （2020academic year） Second semester - 金3,金4
Conversation and discussion （2020academic year） Prophase - 月3
Social Issues in English Speaking Countries （2020academic year） Prophase - 水2
Okayama Shirouchi PUBLIC Meeting
Role(s)：Panelist
2023.9.30
世界中のまちで暮らした夫婦がずっと住みたいと思う岡山の「使いこなしかた」とは？「京橋・表町・旭川」
https://okayama-city.note.jp/ 2023.3
岡山の自然をたのしみながらエシカルな生活を球球 Newspaper, magazine
株式会社千広企画 2022.4