Hamish Gillies

Senshu University, English, Faculty Member

Macquarie University, Applied Linguistics, Alumnus

University of Oxford, Classics, Alumnus

Tsuru University, English, Adjunct

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A work in progress!
Address: Senshu University, Higashi Mita 2-1-1, Tama-ku, Kawasaki-shi, Kanagawa, Japan

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Noel B. Salazar

KU Leuven

Ali Fuad Selvi

Middle East Technical University

Stephen Bigger

University of Worcester

Armando Marques-Guedes

UNL - New University of Lisbon

Ciprian Fartusnic

Institute of Educational Sciences

Michael Lessard-Clouston

Biola University

Simon Boag

Macquarie University

Willy A Renandya

Nanyang Technological University

Christine Sleeter

California State University, Monterey Bay

Anita Biressi

University Of Roehampton

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Papers by Hamish Gillies

L2 Narrative Identity as Drama: Exploring Links Between L2 Learning Experience and the Ideal L2 Self

Teaching English as a Second or Foreign Language--TESL-EJ

Recent studies elaborating on the L2 learning experience component of the L2 Motivational Self Sy... more Recent studies elaborating on the L2 learning experience component of the L2 Motivational Self System (Dörnyei, 2005, 2009), especially through a narrative identity perspective, mark a new direction in L2 motivation research. This paper extends this work by exploring the connection between the L2 learning experience and ideal L2 self components. Emerging from different theoretical origins, these components have proved difficult to reconcile. Especially in an EFL environment such as Japan, where learners may lack well-defined goals for their English learning beyond university entrance, investigations into the role of L2 learning experience in developing ideal L2 selves can offer practical value to both learners and teachers alike. Adopting an L2 narrative identity perspective (Dörnyei & Ryan, 2015), this study portrays the case of a Japanese pre-service elementary school teacher. Qualitative data was collected from her participation in an undergraduate English-through-drama course. D...

Versifying adversity: Using dramaturgically framed poetic inquiry to explore complexity in the second language learning experience

System

Eibun Online I

This volume is intended to provide an ongoing online outlet for activities pursued by scholars in... more This volume is intended to provide an ongoing online outlet for activities pursued by scholars in the English Department at Tsuru University. As such, it marks the first exclusively online outlet at this university. It is hoped that this will enliven and enrich opportunities for teachers to articulate their ideas about what constitutes good teaching. The articles contained within this collection offer a clear demonstration of this fundamental reality. On one hand, it is important to confirm that one's own approach and methodology is generally in line with that of one's colleagues. On the other hand, it is useful to take time to reflect on how subtle individual differences of emphasis work to create a rich teaching and learning experience. These collected articles provide a very useful reminder of the importance of considering details of organization as well as maintaining an overarching philosophy, attending to time keeping as well as possessing a sense of history. While we ...

Assessing & addressing the needs of non-English-major learners

SAL for everyone? Motivation & demotivation in self-access learning

6.Integrating the Four Skills for the Next Generation of Japanese Teachers of English

Can a Workshop Program Enhance a Language Learner's Capacity to Use Effective Self-Motivating Strategies?

Crisis and Transformation in Language Learning Motivation

In W. Jackson et al. (eds.) Crisis, Rupture, and Anxiety: An Interdisciplinary Examination of Contemporary and Historical Human Challenges, 154-174, Mar 2012

This article outlines the crisis in foreign language education in Japan, at the same time resonat... more This article outlines the crisis in foreign language education in Japan, at the same time resonating with the situations in other countries too (e.g. for example, the learning of French in the UK). As a dynamic systems approach suggests, this crisis is the outcome of a system governed by certain permutations of a certain number of identifiable attractors, or influencing factors, including societal values, perceived needs, and educational methodology. At the level of student, the crisis takes the form of negative self-image adoption and a loss of motivation to learn. The question then is how can the system transform itself, so that a qualitatively different system emerges in which the classroom experience of learning foreign languages is more motivating and success-oriented. Some suggestions will be offered to this end.

Hamish Gillies

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