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Cameron Romney

Kyoto Women's University, English, Faculty Member

Doshisha University, Global Communications, Faculty Member

University of Marketing and Distribution Sciences, Commerce, Faculty Member

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Cameron Romney has taught ESL/EFL in both the United States and Japan for more than 20 years. He holds an MA in Applied Linguistics from the University of Colorado at Denver and a graduate certificate in Instructional Design from the University of Wisconsin Stout. His research interests include visual design and language learning materials and the teaching and testing of spoken language.

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University of East Anglia

Kansas State University

Dokuz Eylül University

Aristotle University of Thessaloniki

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Anadolu University

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Biola University

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Papers by Cameron Romney

Visual Design for Classroom Materials 2013

Presenation handout, Feb 1, 2013

Handout for presentation at CamTESOL, February 2013. Many teachers use their own materials in the... more Handout for presentation at CamTESOL, February 2013. Many teachers use their own materials in the classroom and the content of these handouts is only half of the document. The other half is the visual elements: graphics, page layout, typography, etc. While lots of thought and energy went into the creation of the content, often the visual elements are ignored. Teachers should be concerned about these elements because research has shown that visual design effects both comprehension and motivation.

Finding a balance

English Here and Now at Momoyama is a textbook created at Momoyama Gakuin University to standardi... more English Here and Now at Momoyama is a textbook created at Momoyama Gakuin University to standardize first year compulsory English classes. When revising this textbook, we were faced with a difficult question: How can a textbook revision be true to the intent of the original authors, but also offer substantial improvements? The paper discusses this challenge and shows specific examples of the textbook was revised.

Changes in Diversity and Inclusion in Textbook Images Over Time

JALT2018—Diversity and Inclusion, 2019

Images found in commercially published ELT coursebooks have been criticized for their lack of div... more Images found in commercially published ELT coursebooks have been criticized for their lack of diversity and inclusion, specifically for their lack of gender balance (Cook 2005, 2015; Datzman, 2015) and for their lack of racial inclusion (Kim, 2012; Otlowski, 2003). Babaii and Ansary (2003) suggested that little changed in the 30 years from the 1970s to 2003. This study investigated the images in two general EFL coursebooks commonly used in Japan by comparing the ratio of gender balance and racial inclusion between the textbooks’ two first editions from the 1980s and 1990s to their more recent fourth editions from 2012. Results show that the images in both coursebooks have become more gender balanced and more racially inclusive. 商業用に出版されているELT教科書に見られる画像は、多様性の無さと受容力の無さについて批判されている。中でも画像に示されている人物の性別の偏り（Cook 2005, 2015; Datzman, 2015）と民族の多様性に対する偏り（Kim, 2012; Otlowski, 2003）が指摘されている。BabaiiとAnsary（2003）は、1970年代から2003年の約30年でほぼ何も変化していないと指摘する。本研究では、日本で一般的に使用されている2種類のELT教科書の1980年代〜1990年代に出版された...

Applied Linguistics and Materials Development

ELT Journal, 2013

It is published semiannually, in May and November. As a nonprofit organization dedicated to promo... more

Language-learning Task and Activity Variability between Business English and General English Textbooks (2022)

Journal of the University of Marketing and Distribution Sciences: Humanities, Arts & Sciences, 2022

Compared to General English (GE) textbooks, university students often struggle with Business Engl... more Compared to General English (GE) textbooks, university students often struggle with Business English (BE) textbooks. It is commonly assumed that a lack of business knowledge and experience is the cause of these difficulties. An examination comparing the activities in both BE and GE textbooks was conducted to determine if there are different activities in BE textbooks that might cause difficulty. Six textbooks were compared. Results show that while there is a significant overlap in the kinds of activities in both types of textbooks, the BE textbooks included more complicated activities which were not found in the GE books.

Reviews : Applied Linguistics and Materials Development. Brian Tomlinson (Ed.)

The Textbook Selection and Evaluation Process for an Intermediate Level English Oral Communication Course

This article reviews the systematic processes and selection criteria employed in order to evaluat... more This article reviews the systematic processes and selection criteria employed in order to evaluate and choose new textbook material for part of an EFL oral communication curriculum at a Japanese University. It reviews the context of where this selection took place, the issues that brought the need for a change forth, and the steps taken to make the necessary changes. A brief review of textbook selection issues is discussed followed by an explanation of the rubric created and how it was applied. Finally, the results of the selection, a discussion about the processes, and pedagogical and institutional implications are discussed.

大学英語教育における教科書選択と評価のプロセスに関する一考察 : オーラル・コミュニケーション(中級)における実践

From EFL to ESL : preparing students for study abroad

This paper provides an overview of pedagogical strategies that can used by instructors to help En... more This paper provides an overview of pedagogical strategies that can used by instructors to help English language learners overcome the gaps that exist between EFL and ESL teaching methods and materials. While more EFL learners than ever before are choosing to study abroad, it is common for students to struggle with both the proficiency requirements and the underlying cultural and educational assumptions of ESL learning environments. Preparation in advance of study abroad should therefore be considered an essential component of pre-departure education. The authors have thus developed three practical approaches that can assist EFL instructors in carrying out this preparation. The first approach involves modeling and analysis tasks in order to introduce students to more complicated cognitive learning styles on Bloom’s taxonomy. The second employs the use of simple academic topics as a means of scaf folding the academic skills needed to research and then orally present findings. In the t...

Reviews : Applied Linguistics and Materials Development. Brian Tomlinson (Ed.)

Jalt Journal the Research Journal of the Japan Association For Language Teaching, Nov 1, 2014

Desirable Difficulties in Reading via Typographic Disfluency and L2 Learners (2020)

2019 PanSIG Journal, 2020

Research with L1 readers has shown that using an unfamiliar typeface creates reading disfluency a... more Research with L1 readers has shown that using an unfamiliar typeface creates reading disfluency and increases student performance (Diemand-Yauman, Oppenheimer, & Vaughan (2010). However, Romney (2018b) has suggested typographic disfluency negatively impacts L2 learners and further predicts that using the same typeface as their coursebooks should increase reading performance. To test these two assumptions, 68 students in three intermediate level general English classes at a Japanese university engaged in an exploratory reading assignment. Students were given one of three handouts at random: one with the coursebook typeface, one with a equally common typeface, and one with a disfluent typeface. Results show that students reading text using the same typeface as the coursebook had the fastest time completion and highest comprehension rates. Students engaged in disfluent reading had the slowest time completion and the lowest comprehension rates. This study argues that disfluent typefaces negatively impact L2 learners. , , (Diemand-Yauman, Oppenheimer, & Vaughan (2010) , Romney (2018b) , 2 , 68 3 1 , , , , , Reading fluency is one of the core components of reading and is often neglected in L2 instruction (Grabe quickly and easily make sense of a text (Anderson, 2014). It is influenced by a number of factors including the background knowledge on the topic, and cognitive

Changes in Diversity and Inclusion in Textbook Images Over Time (2019)

JALT Postconference Publication - Issue 2018.1: Diversity and Inclusion, 2019

Images found in commercially published ELT coursebooks have been criticized for their lack of div... more Images found in commercially published ELT coursebooks have been criticized for their lack of diversity and inclusion, specifically for their lack of gender balance (Cook 2005, 2015; Datzman, 2015) and for their lack of racial inclusion (Kim, 2012; Otlowski, 2003). Babaii and Ansary (2003) suggested that little changed in the 30 years from the 1970s to 2003. This study investigated the images in two general EFL coursebooks commonly used in Japan by comparing the ratio of gender balance and racial inclusion between the textbooks’ two first editions from the 1980s and 1990s to their more recent fourth editions from 2012. Results show that the images in both coursebooks have become more gender balanced and more racially inclusive.

The Purposes of Images in ELT textbooks Reexamined (2019)

The 2018 PanSIG Journal, 2019

This paper reports the results of using the three-category classification system of decorative, i... more This paper reports the results of using the three-category classification system of decorative, instructional and supportive proposed by Romney (2017). Images in three ELT textbooks were analyzed. Results show that the majority of images were neither decorative nor instructional, but were connected to the content and may help reinforce learning. These types of images are best classified as supportive, demonstrating the need for a more robust classification system.

Typefaces in ELT Textbooks: What Typeface Style is Most Common? (2018)

Language teaching in a global age: Shaping the classroom, shaping the world., 2018

This paper is a report on an examination of 298 commercially published ELT coursebooks commonly u... more This paper is a report on an examination of 298 commercially published ELT coursebooks commonly used in Japan to determine if one typeface, or style of typeface, is more common than another. Although no single typeface or typeface style could be identified as the most common overall, the results did show that for the narrow category of model answers, the most common typeface style was handwriting. Furthermore, it was found that most coursebooks used multiple typefaces, but usually no more than 2 or 3, and that coursebooks that used only a single style were more likely to use a serif typeface. Finally, results showed that most coursebooks followed traditional typographic conventions by using a serif typeface for content and a sans serif typeface for titles, headings, etc.

Student Preferences for Accessing Textbook Multimedia Resources (2018)

Osaka JALT Journal, 2018

Many English Language Teaching (ELT) publishers include with their textbooks a multimedia disc co... more Many English Language Teaching (ELT) publishers include with their textbooks a multimedia disc containing audio recordings for use during the lessons. Many publishers also make these audio recordings available on their websites. This study looks into student preferences for accessing the textbook audio recordings. Students were given a homework assignment to relisten to the scripted conversations used in class. The students could choose to use the recordings on the disc included with the textbook or the recordings on the publisher's website. The website recordings could be accessed by either manually entering a Uniform Resource Locator (URL) or scanning a Quick Response (QR) code with a smartphone. The method the students used for accessing the multimedia was logged for each homework assignment, and the students were surveyed at the end of the semester about their preferences. The results show that the students overwhelmingly preferred to access the audio recordings online with their smartphone via a QR code.

Small Talk Is Big Talk: Teaching Phatic Communication (2018)

KOTESOL Proceedings 2017, 2018

The term small talk often carries connotations of triviality and inconsequentiality and stands in... more The term small talk often carries connotations of triviality and inconsequentiality and stands in contrast to “big talk” (i.e., “serious” talk with concrete goals, outcomes, and purposes). The assumption that small talk is meaningless may be widely held but is actually mistaken. Small talk (or phatic communication) serves a vital social function, and it suffuses “big talk.” Being able to engage in phatic communication is a vital skill but one that many L2 learners struggle with, in part because the social, interpersonal, and context-bound nature of small talk may render it unsuitable for the institutional demands of formal education contexts. This paper outlines some features of small talk and suggests practical classroom activities developed to improve students’ small talk abilities.

From EFL to ESL: Preparing Students for Study Abroad (2018)

Doshisha Studies in Global Communications, 2018

This paper provides an overview of pedagogical strategies that can used by instructors to help En... more This paper provides an overview of pedagogical strategies that can used by instructors to help English language learners overcome the gaps that exist between EFL and ESL teaching methods and materials. While more EFL learners than ever before are choosing to study abroad, it is common for students to struggle with both the proficiency requirements and the underlying cultural and educational assumptions of ESL learning environments. Preparation in advance of study abroad should therefore be considered an essential component of pre-departure education. The authors have thus developed three practical approaches that can assist EFL instructors in carrying out this preparation. The first approach involves modeling and analysis tasks in order to introduce students to more complicated cognitive learning styles on Blooms taxonomy. The second employs the use of simple academic topics as a means of scaffolding the academic skills needed to research and then orally present findings. In the third approach, teachers can develop a peer-mentoring program in which returnee students present to and guide students who are preparing to study abroad.

Considerations for Using Images in Teacher Made Materials (2017)

The 2016 PanSIG Journal

Teacher-writers creating handouts for their classrooms should be concerned with the visual elemen... more Teacher-writers creating handouts for their classrooms should be concerned with the visual elements of the document (Romney, 2006) including how they use images. is paper proposes a three category, four purpose typology of images in language learning materials. Images can be decorative, strongly or weakly supportive, or instructional. Decorative images help materials achieve impact and make materials less intimidating. Supportive images help establish context and can activate a student’s schema on the topic. Instructional images require the student to use the image to complete a learning task or activity. is paper also discusses other concerns when teachers add images to their handouts and includes examples of teacher made handouts using images.

Visualizing Vocabulary Using Google Images (2017)

2016 PanSIG Journal , 2017

Learning the vocabulary of a foreign language is a major task facing the language learner. In add... more Learning the vocabulary of a foreign language is a major task facing the language learner. In addition to the scale of the task, it must also be recognized that vocabulary often encodes cultural viewpoints and values and that it is often difficult for learners and teachers alike to tease out these aspects when seeking to define vocabulary in the classroom. In addition to using metalanguage to explicate vocabulary, the increasingly digitized and connected world we live in affords us an opportunity to exploit the visual resources available on-line, namely, using image searches to visualize vocabulary. Visualization can help overcome issues such as circularity and obscurity in definitions and also reveal nuanced cultural perspectives that are embedded within words that are supposedly synonyms. This paper details the results of image searches for common words such as play, scold and drugs and their Japanese counterparts. The results reveal multifaceted differences in cultural perspectives of these words. In addition to helping with vocabulary acquisition, comparison of images can, it is suggested, develop critical thinking skills and exploit the increased visual literacy of 21st century digital natives.

Using the Power of Visual Design to Improve Student Learning (2017)

KOTESOL Proceedings 2016: Shaping the Future with 21st Century Skills , 2017

Making great language learning materials is not only about the content but also how that content ... more Making great language learning materials is not only about the content but also how that content is presented. Research has shown that visual design influences both student comprehension of the materials and motivation to use the materials. This paper reviews some basic principles of visual design and discusses some of the common visual elements of language learning materials in hopes of offering some best practices regarding visual design with an eye towards improving student outcomes.

Visual Design for Classroom Materials 2013

Presenation handout, Feb 1, 2013

Handout for presentation at CamTESOL, February 2013. Many teachers use their own materials in the... more Handout for presentation at CamTESOL, February 2013. Many teachers use their own materials in the classroom and the content of these handouts is only half of the document. The other half is the visual elements: graphics, page layout, typography, etc. While lots of thought and energy went into the creation of the content, often the visual elements are ignored. Teachers should be concerned about these elements because research has shown that visual design effects both comprehension and motivation.

Finding a balance

English Here and Now at Momoyama is a textbook created at Momoyama Gakuin University to standardi... more English Here and Now at Momoyama is a textbook created at Momoyama Gakuin University to standardize first year compulsory English classes. When revising this textbook, we were faced with a difficult question: How can a textbook revision be true to the intent of the original authors, but also offer substantial improvements? The paper discusses this challenge and shows specific examples of the textbook was revised.

Changes in Diversity and Inclusion in Textbook Images Over Time

JALT2018—Diversity and Inclusion, 2019

Images found in commercially published ELT coursebooks have been criticized for their lack of div... more Images found in commercially published ELT coursebooks have been criticized for their lack of diversity and inclusion, specifically for their lack of gender balance (Cook 2005, 2015; Datzman, 2015) and for their lack of racial inclusion (Kim, 2012; Otlowski, 2003). Babaii and Ansary (2003) suggested that little changed in the 30 years from the 1970s to 2003. This study investigated the images in two general EFL coursebooks commonly used in Japan by comparing the ratio of gender balance and racial inclusion between the textbooks’ two first editions from the 1980s and 1990s to their more recent fourth editions from 2012. Results show that the images in both coursebooks have become more gender balanced and more racially inclusive. 商業用に出版されているELT教科書に見られる画像は、多様性の無さと受容力の無さについて批判されている。中でも画像に示されている人物の性別の偏り（Cook 2005, 2015; Datzman, 2015）と民族の多様性に対する偏り（Kim, 2012; Otlowski, 2003）が指摘されている。BabaiiとAnsary（2003）は、1970年代から2003年の約30年でほぼ何も変化していないと指摘する。本研究では、日本で一般的に使用されている2種類のELT教科書の1980年代〜1990年代に出版された...

Applied Linguistics and Materials Development

ELT Journal, 2013

It is published semiannually, in May and November. As a nonprofit organization dedicated to promo... more

Language-learning Task and Activity Variability between Business English and General English Textbooks (2022)

Journal of the University of Marketing and Distribution Sciences: Humanities, Arts & Sciences, 2022

Compared to General English (GE) textbooks, university students often struggle with Business Engl... more Compared to General English (GE) textbooks, university students often struggle with Business English (BE) textbooks. It is commonly assumed that a lack of business knowledge and experience is the cause of these difficulties. An examination comparing the activities in both BE and GE textbooks was conducted to determine if there are different activities in BE textbooks that might cause difficulty. Six textbooks were compared. Results show that while there is a significant overlap in the kinds of activities in both types of textbooks, the BE textbooks included more complicated activities which were not found in the GE books.

Reviews : Applied Linguistics and Materials Development. Brian Tomlinson (Ed.)

The Textbook Selection and Evaluation Process for an Intermediate Level English Oral Communication Course

This article reviews the systematic processes and selection criteria employed in order to evaluat... more This article reviews the systematic processes and selection criteria employed in order to evaluate and choose new textbook material for part of an EFL oral communication curriculum at a Japanese University. It reviews the context of where this selection took place, the issues that brought the need for a change forth, and the steps taken to make the necessary changes. A brief review of textbook selection issues is discussed followed by an explanation of the rubric created and how it was applied. Finally, the results of the selection, a discussion about the processes, and pedagogical and institutional implications are discussed.

大学英語教育における教科書選択と評価のプロセスに関する一考察 : オーラル・コミュニケーション(中級)における実践

From EFL to ESL : preparing students for study abroad

This paper provides an overview of pedagogical strategies that can used by instructors to help En... more This paper provides an overview of pedagogical strategies that can used by instructors to help English language learners overcome the gaps that exist between EFL and ESL teaching methods and materials. While more EFL learners than ever before are choosing to study abroad, it is common for students to struggle with both the proficiency requirements and the underlying cultural and educational assumptions of ESL learning environments. Preparation in advance of study abroad should therefore be considered an essential component of pre-departure education. The authors have thus developed three practical approaches that can assist EFL instructors in carrying out this preparation. The first approach involves modeling and analysis tasks in order to introduce students to more complicated cognitive learning styles on Bloom’s taxonomy. The second employs the use of simple academic topics as a means of scaf folding the academic skills needed to research and then orally present findings. In the t...

Reviews : Applied Linguistics and Materials Development. Brian Tomlinson (Ed.)

Jalt Journal the Research Journal of the Japan Association For Language Teaching, Nov 1, 2014

Desirable Difficulties in Reading via Typographic Disfluency and L2 Learners (2020)

2019 PanSIG Journal, 2020

Research with L1 readers has shown that using an unfamiliar typeface creates reading disfluency a... more Research with L1 readers has shown that using an unfamiliar typeface creates reading disfluency and increases student performance (Diemand-Yauman, Oppenheimer, & Vaughan (2010). However, Romney (2018b) has suggested typographic disfluency negatively impacts L2 learners and further predicts that using the same typeface as their coursebooks should increase reading performance. To test these two assumptions, 68 students in three intermediate level general English classes at a Japanese university engaged in an exploratory reading assignment. Students were given one of three handouts at random: one with the coursebook typeface, one with a equally common typeface, and one with a disfluent typeface. Results show that students reading text using the same typeface as the coursebook had the fastest time completion and highest comprehension rates. Students engaged in disfluent reading had the slowest time completion and the lowest comprehension rates. This study argues that disfluent typefaces negatively impact L2 learners. , , (Diemand-Yauman, Oppenheimer, & Vaughan (2010) , Romney (2018b) , 2 , 68 3 1 , , , , , Reading fluency is one of the core components of reading and is often neglected in L2 instruction (Grabe quickly and easily make sense of a text (Anderson, 2014). It is influenced by a number of factors including the background knowledge on the topic, and cognitive

Changes in Diversity and Inclusion in Textbook Images Over Time (2019)

JALT Postconference Publication - Issue 2018.1: Diversity and Inclusion, 2019

Images found in commercially published ELT coursebooks have been criticized for their lack of div... more Images found in commercially published ELT coursebooks have been criticized for their lack of diversity and inclusion, specifically for their lack of gender balance (Cook 2005, 2015; Datzman, 2015) and for their lack of racial inclusion (Kim, 2012; Otlowski, 2003). Babaii and Ansary (2003) suggested that little changed in the 30 years from the 1970s to 2003. This study investigated the images in two general EFL coursebooks commonly used in Japan by comparing the ratio of gender balance and racial inclusion between the textbooks’ two first editions from the 1980s and 1990s to their more recent fourth editions from 2012. Results show that the images in both coursebooks have become more gender balanced and more racially inclusive.

The Purposes of Images in ELT textbooks Reexamined (2019)

The 2018 PanSIG Journal, 2019

This paper reports the results of using the three-category classification system of decorative, i... more This paper reports the results of using the three-category classification system of decorative, instructional and supportive proposed by Romney (2017). Images in three ELT textbooks were analyzed. Results show that the majority of images were neither decorative nor instructional, but were connected to the content and may help reinforce learning. These types of images are best classified as supportive, demonstrating the need for a more robust classification system.

Typefaces in ELT Textbooks: What Typeface Style is Most Common? (2018)

Language teaching in a global age: Shaping the classroom, shaping the world., 2018

This paper is a report on an examination of 298 commercially published ELT coursebooks commonly u... more This paper is a report on an examination of 298 commercially published ELT coursebooks commonly used in Japan to determine if one typeface, or style of typeface, is more common than another. Although no single typeface or typeface style could be identified as the most common overall, the results did show that for the narrow category of model answers, the most common typeface style was handwriting. Furthermore, it was found that most coursebooks used multiple typefaces, but usually no more than 2 or 3, and that coursebooks that used only a single style were more likely to use a serif typeface. Finally, results showed that most coursebooks followed traditional typographic conventions by using a serif typeface for content and a sans serif typeface for titles, headings, etc.

Student Preferences for Accessing Textbook Multimedia Resources (2018)

Osaka JALT Journal, 2018

Many English Language Teaching (ELT) publishers include with their textbooks a multimedia disc co... more Many English Language Teaching (ELT) publishers include with their textbooks a multimedia disc containing audio recordings for use during the lessons. Many publishers also make these audio recordings available on their websites. This study looks into student preferences for accessing the textbook audio recordings. Students were given a homework assignment to relisten to the scripted conversations used in class. The students could choose to use the recordings on the disc included with the textbook or the recordings on the publisher's website. The website recordings could be accessed by either manually entering a Uniform Resource Locator (URL) or scanning a Quick Response (QR) code with a smartphone. The method the students used for accessing the multimedia was logged for each homework assignment, and the students were surveyed at the end of the semester about their preferences. The results show that the students overwhelmingly preferred to access the audio recordings online with their smartphone via a QR code.

Small Talk Is Big Talk: Teaching Phatic Communication (2018)

KOTESOL Proceedings 2017, 2018

The term small talk often carries connotations of triviality and inconsequentiality and stands in... more The term small talk often carries connotations of triviality and inconsequentiality and stands in contrast to “big talk” (i.e., “serious” talk with concrete goals, outcomes, and purposes). The assumption that small talk is meaningless may be widely held but is actually mistaken. Small talk (or phatic communication) serves a vital social function, and it suffuses “big talk.” Being able to engage in phatic communication is a vital skill but one that many L2 learners struggle with, in part because the social, interpersonal, and context-bound nature of small talk may render it unsuitable for the institutional demands of formal education contexts. This paper outlines some features of small talk and suggests practical classroom activities developed to improve students’ small talk abilities.

From EFL to ESL: Preparing Students for Study Abroad (2018)

Doshisha Studies in Global Communications, 2018

This paper provides an overview of pedagogical strategies that can used by instructors to help En... more This paper provides an overview of pedagogical strategies that can used by instructors to help English language learners overcome the gaps that exist between EFL and ESL teaching methods and materials. While more EFL learners than ever before are choosing to study abroad, it is common for students to struggle with both the proficiency requirements and the underlying cultural and educational assumptions of ESL learning environments. Preparation in advance of study abroad should therefore be considered an essential component of pre-departure education. The authors have thus developed three practical approaches that can assist EFL instructors in carrying out this preparation. The first approach involves modeling and analysis tasks in order to introduce students to more complicated cognitive learning styles on Blooms taxonomy. The second employs the use of simple academic topics as a means of scaffolding the academic skills needed to research and then orally present findings. In the third approach, teachers can develop a peer-mentoring program in which returnee students present to and guide students who are preparing to study abroad.

Considerations for Using Images in Teacher Made Materials (2017)

The 2016 PanSIG Journal

Teacher-writers creating handouts for their classrooms should be concerned with the visual elemen... more Teacher-writers creating handouts for their classrooms should be concerned with the visual elements of the document (Romney, 2006) including how they use images. is paper proposes a three category, four purpose typology of images in language learning materials. Images can be decorative, strongly or weakly supportive, or instructional. Decorative images help materials achieve impact and make materials less intimidating. Supportive images help establish context and can activate a student’s schema on the topic. Instructional images require the student to use the image to complete a learning task or activity. is paper also discusses other concerns when teachers add images to their handouts and includes examples of teacher made handouts using images.

Visualizing Vocabulary Using Google Images (2017)

2016 PanSIG Journal , 2017

Learning the vocabulary of a foreign language is a major task facing the language learner. In add... more Learning the vocabulary of a foreign language is a major task facing the language learner. In addition to the scale of the task, it must also be recognized that vocabulary often encodes cultural viewpoints and values and that it is often difficult for learners and teachers alike to tease out these aspects when seeking to define vocabulary in the classroom. In addition to using metalanguage to explicate vocabulary, the increasingly digitized and connected world we live in affords us an opportunity to exploit the visual resources available on-line, namely, using image searches to visualize vocabulary. Visualization can help overcome issues such as circularity and obscurity in definitions and also reveal nuanced cultural perspectives that are embedded within words that are supposedly synonyms. This paper details the results of image searches for common words such as play, scold and drugs and their Japanese counterparts. The results reveal multifaceted differences in cultural perspectives of these words. In addition to helping with vocabulary acquisition, comparison of images can, it is suggested, develop critical thinking skills and exploit the increased visual literacy of 21st century digital natives.

Using the Power of Visual Design to Improve Student Learning (2017)

KOTESOL Proceedings 2016: Shaping the Future with 21st Century Skills , 2017

Making great language learning materials is not only about the content but also how that content ... more Making great language learning materials is not only about the content but also how that content is presented. Research has shown that visual design influences both student comprehension of the materials and motivation to use the materials. This paper reviews some basic principles of visual design and discusses some of the common visual elements of language learning materials in hopes of offering some best practices regarding visual design with an eye towards improving student outcomes.

Towards Systematic Materials Design with ADDIE

Researchers have suggested that ELT materials should be created in a more systematic way. This pr... more Researchers have suggested that ELT materials should be created in a more systematic way. This presentation proposed a systematic creation process by introducing an Instructional Design model called ADDIE (Analyze, Design, Develop, Implement and Evaluate) and how it can be applied to the creation of ELT materials.

Harnessing the Power of Visual Design (2015, November 21)

Making great teaching materials is not only about the content but also how it is presented. Resea... more

Get more out of your handouts with QR codes (2015, March 27)

TESOL 2015 International Convention & English Language Expo, Metro Toronto Convention Centre, Tor... more

Increase the impact of your materials with visual design (2015, January 29)

Thailand TESOL International Conference 2015, Ambassador Hotel, Bangkok, Thailand.

A systematic approach to make textbook supplements (2014, November 22)

Winner of 2014 Best of JALT: Materials Writers Special Interest Group. JALT2014: Conversations A... more

Challenges in the teaching and testing of speaking (2014, October 4)

KOTESOL-KAFLE International Conference, COEX Convention & Exhibition Center, Seoul, South Korea.

Is a picture really worth a thousand words? Functions of images in business English textbooks (2014, August 15)

AILA World Congress 2014, Brisbane Convention & Exhibition Centre, Brisbane, Australia.

Speaking Japanese in the classroom: One teacher’s story (2014, June 22)

3rd Annual EFL Teacher Journeys Conference, Campus Plaza Kyoto, Kyoto, Japan.

Expand your worksheets with QR codes (2014, May 11)

2014 JALT Pan-SIG Conference, Miyazaki Municipal University, Miyazaki, Japan.

A systematic approach to supplementing your textbook (2014, February 22)

10th annual CamTESOL Conference on English Language Teaching, Institute of Technology Cambodia, P... more

Paperless? How about less paper with QR codes (2014, February 1)

Paperless: Innovation and technology in education, Kanda University of International Studies, Chi... more

What’s so unique about business English textbooks? (2013, October 27)

JALT 2013: 39th Annual International Conference on Language Teaching and Learning & Educational M... more

Teach bilingually or monolingually? Teacher use of the student’s L1 (2013, October 12)

at KoTESOL International Conference, Sookmyung Women’s University, Seoul, South Korea.

Visual design best practices for handouts (2013, March 23)

TESOL 2013 International Convention and English Language Expo, Dallas Convention Center, Dallas, ... more

Visual design for classroom materials (2013, February 23)

9th Annual CamTESOL Conference on English Language Teaching, National Institute of Education, Phn... more

What teachers need to know about visual design (2012, November 4)

9th Far Eastern English Language Teachers' Association (FEELTA) international conference, Far Eas... more

Visual appeal of handouts and self-made classroom materials: Does it matter? (2012, October 21)

KoTESOL International Conference, Sookmyung Women’s University, Seoul, South Korea.

What’s so special about Business English textbooks? An analysis beyond skills, context and lexis (2012, March 14)

3rd conference of the Asia-Pacific Rim Languages for Specific Purposes (LSP) and Professional Com... more

Images in ELT texts: Are they just decoration? (2011, November 20)

JALT 2011: 37th Annual International Conference on Language Teaching and Learning & Educational M... more

Teacher use of Japanese in the classroom and student motivation to use English (2011, July 3)

JALT Cue SIG 2011 conference, Toyo Gakuen University, Tokyo, Japan

Creating supplements that increase opportunities for spoken interaction (2015, April 26)

Nara JALT Chapter meeting, Yamato Kaigishitsu, Nara, Japan.

Copyright law in Japan for teachers (2014, November 22)

Note: Last minute replacement for cancelled featured speaker. JALT 2014: 40th Annual Internation... more

Japanese copyright law and authentic materials: What teachers need to know (2011, September 25)

Winner of 2011 Best of JALT: Iwate Chapter JALT Iwate Chapter meeting, Aiina Center, Morioka, Iw... more

Typography and document design for classroom materials . (2011, September 25)

JALT Iwate Chapter meeting, Aiina Center, Morioka, Iwate, Japan.

Typography and document design for classroom materials (2011, September 24)

JALT Akita Chapter meeting, Akita International University, Akita, Japan.

How to write your RIREKISHO (Japanese CV) (2010, November 21)

JALT 2010: 36th Annual International Conference on Language Teaching and Learning & Educational M... more

Book Review: Language Learning Beyond the Classroom (2015)

A book review of Language Learning Beyond the Classroom edited by David Nunan and Jack C. Richards.

Book Review: Applied Linguistics and Materials Development

JALT Journal, Nov 2014

Book review of Applied Linguistics and Materials Development. Brian Tomlinson (Ed.). New York: Bl... more

Book Review: Passport to New Places: English for International Communication (2005)

The Language Teacher, Aug 2005

A review of Passport to New Places: English for International Communication by Angela Buckingham... more

Say Something Interesting (2019)

New Ways in Teaching Speaking, 2nd edition, 2019

This article is a description of a speaking activity for an ESL/EFL classroom that encourages stu... more

Enhancing paper-based materials with digital media via a QR code (2016)

TESOL Video News, 2016

Paper-based handouts are limited in a number of ways. There is limited space, and they are a sing... more Paper-based handouts are limited in a number of ways. There is limited space, and they are a single media. For teachers wanting to include digital media, whether it is audio/video media or more text than can fit on the handout, bring your own device (BYOD) solutions with QR codes can be an effective alternative.

Typeface Recommendation: Cambridge (2014)

Between the Keys (JALT MW SIG), Jan 2014

A typeface recommendation for ELT teaching materials

Classroom English (2011)

Momoyama Language Teacher's Newsletter, Apr 2011

Copy not available. Momoyama Language Teacher's Newsletter, 4 (1), 5-6.

End of summer teaching ideas (2010)

Momoyama Language Teacher's Newsletter, Jun 2010

Copy not available. Momoyama Language Teacher's Newsletter, 1 (6), 1-2.

Incorporating student’s experiences from vacation into the classroom (2010)

Momoyama Language Teacher's Newsletter, Oct 2010

Copy not available Momoyama Language Teacher's Newsletter, 3 (2), 5-6.

Assessment: An update (2008)

Momoyama Language Teacher's Newsletter, Jul 2008

Copy not available. Momoyama Language Teacher's Newsletter, 1 (5), 4-5.

Writing: sentences or paragraphs? (2008)

Momoyama Language Teacher's Newsletter, May 2008

Copy not available. Momoyama Language Teacher's Newsletter, 2 (2), 7.

Student created panel drawings as a review exercise (2007)

The Langauge Teacher, Feb 2007

A teaching tip for helping students review previously studied material.

Multi-purpose Student Sheets for rapport- building, teaching classroom English, and record keeping (2006)

by Cameron Romney and Warren Decker

The Language Teacher, Feb 2006

A discussion of record keeping handouts used in the classroom

Visual design best practices for handouts (2013)

Presentation handout, Mar 23, 2013

Handout for presenation at TESOL 2013 in Dallas, TX, USA. Many teachers use their own material... more Handout for presenation at TESOL 2013 in Dallas, TX, USA.

Many teachers use their own materials in the classroom and the content of these handouts is only half of the document. The other half is the visual elements: graphics, page layout, typography, etc. While lots of thought and energy went into the creation of the content, often the visual elements are ignored. Teachers should be concerned about these elements because research has shown that visual design effects both comprehension and motivation

Visual design for classroom materials (2013)

Presenation handout, Feb 2013

Handout for presentation at CamTESOL, February 2013. Many teachers use their own materials in ... more Handout for presentation at CamTESOL, February 2013.

Many teachers use their own materials in the classroom and the content of these handouts is only half of the document. The other half is the visual elements: graphics, page layout, typography, etc. While lots of thought and energy went into the creation of the content, often the visual elements are ignored. Teachers should be concerned about these elements because research has shown that visual design effects both comprehension and motivation.

It takes more than a resume: Job hunting skills for teachers (2008)

Osaka JALT monograph, Jan 2008

Handout for workshop conducted for Osaka JALT in January 2008, in response to the NOVA bankruptcy... more Handout for workshop conducted for Osaka JALT in January 2008, in response to the NOVA bankruptcy of November 2007.

Recent instability in the Japanese job market for English teachers has many teachers looking for work or considering changing positions. While there is no one surefire technique for getting a job, there are many things job seekers can do to increase the likelihood of being hired.

Matching handouts to textbooks (2007)

Presenation Handout, Jul 2007

The presentation handout for a presentation of a demonstration of how to match the visual design ... more