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Klassen Marshall
| Research Faculty of Media and Communication | Specially Appointed Associate Professor |
| Center for Language Learning | Specially Appointed Associate Professor |
Researcher basic information
■ Nickname etc.■ Degree
■ URL
researchmap URLホームページURL■ Various IDs
Researcher number
- 40785630
Research Keyword
- Self-Efficacy
- Second Language Acquisition
- Classroom Research
- Study Abroad
- English as a Foreign Language
- English as a Second Language
- Systemic Functional Linguistics
Career
■ CareerCareer
- Dec. 2025 - Present
Hokkaido University, Research Faculty of Media and Communication, Specially Appointed Associate Professor - Apr. 2023 - Present
Hokkaido University, Research Faculty of Media and Communication, Specially Appointed Associate Professor, Japan - Apr. 2016 - Mar. 2023
Kanazawa Seiryo University, Faculty of Humanities, Associate Professor, Japan
Research activity information
■ Papers- A Reflective Narrative from One Instructor Post-Online Study Abroad
Marshall Klassen
Media and Communication Studies, 78, 33, 53, 31 Mar. 2025, [Peer-reviewed], [Lead author]
English, Research institution, In this reflective narrative, I report on student and instructor perceptions and reflections of distance learning experiences of courses held online at a Japanese university and online study abroad experiences using survey data, interview data, and student reflections. In 2020, many educational institutions in Japan faced the challenge of adapting to distance learning to respond to the COVID-19 pandemic. Instructors were primarily concerned with implementing effective lessons, navigating student expectations, and adapting to the changes in performance while negotiating with educational institutions during this challenging time. I narrate and discuss the findings of this study concerning meeting student needs, the use of in-house Learning Management Systems (LMS), active learning implementation, and student reactions to a shift to the online study abroad situation. My reflective study calls for additional educational resources that can support instructors in preparing, designing, and conducting online courses. Based on data analysis, I propose future suggestions for effectively implementing online teaching and incorporating online courses on a needs basis. As there is an increased number of online international training programs, online internships, and remote work, I believe that an online study abroad experience can provide students with insights into ways to prepare themselves for their academic and professional careers. - Assessing Online Study Abroad: Assessing Japanese University Students’ Online Study Abroad and the Future of Study Abroad Post-Corona
Marshall Klassen
WorldCALL Official Conference Proceedings, 209, 216, The International Academic Forum (IAFOR), 14 Jan. 2024, [Lead author]
International conference proceedings - Anxiety, Self-Efficacy, and the Role of Study Abroad
Marshall Klassen; Nicholas Marx
JALT Postconference Publication, 2019, 1, 208, 208, The Japan Association for Language Teaching (JALT), 31 Aug. 2020, [Peer-reviewed], [Lead author]
English, Scientific journal, Research has shown that foreign language classroom anxiety often has a debilitating effect on language learners’ self-perceptions (Horwitz, 2001). Self-efficacy is also a notable concept in relation to learners’ self-perceptions of their ability to complete tasks (Bandura, 1982). Relating experiences of anxiety in the classroom with self-efficacy, in this study we looked at correlations between self-efficacy and foreign language anxiety and changes in these affective factors for university English learners. A pretest–posttest methodology was utilized before and after the participants studied abroad. Negative correlations were found between language anxiety and self-efficacy across both tests. In addition, significant findings from the individual test could be seen before and after studying abroad, showing in what ways study abroad may affect learner’s anxiety and self-efficacy.先行研究では、外国語教室不安が言語学習者の自己認識を衰弱させる効果があることを示している（Horwitz, 2001）。また、自己効力感は、自分自身がタスクをどれだけ遂行できるかの自己認識に関連している注目すべき概念である（Bandura, 1982）。本研究では、 外国語の不安と自己効力感を関連付けて、大学での英語学習者に対する感情的要因の変化を調べた。方法として、参加者が留学する前後にテストを行った。そこでは 両方のテストで、言語不安と自己効力感に負の相関関係が見つかった。さらに、留学の前後の調査結果は、留学が学習者の不安や自己効力感にどのような影響を与えるかを示していた。 - Self-Efficacy and IELTS: A Case of EAP Learners in Japan
Nicholas Marx; Marshall Klassen
Post Conference Publication of the Annual NEAR Conference, 1, 12, 25, 2020, [Peer-reviewed], [Corresponding author]
English, Symposium - Preparing for English-Speaking Professional Communities: Navigating L2 Learners' Linguistic Identity in L1-Dominant Professional Communication Courses
Monica Heejung Kwon; Marshall Klassen
The Journal of English as International Language, 13, 2, 15, 35, 2018, [Peer-reviewed], [Corresponding author]
English, Scientific journal - Curriculum genres of teaching writing: Genre analysis of a Midwestern ELL elementary classroom
Marshall Drolet Klassen
Kanazawa Seiryo University Bulletin of the Humanities, 2, 1, 13, 37, 2017, [Lead author]
Research institution - Classroom Discourse of Elementary English Language Learners’ Writing Instruction in a Midwestern School
Marshall Drolet Klassen
PROQUEST, 31 Dec. 2015, [Peer-reviewed], [Lead author]
English, Doctoral thesis, The purpose of this study was to investigate the discourse of English Language Learners’ writing instruction in a third and fifth grade classroom. Indiana has experienced great growth in the population of English Language Learners (ELLs) in the past ten years, with this school district sharing a similar trend with an increase of the number of ELLs in this schools’ population. This research took place in two classrooms with a high percentage of ELLs, utilizing a case study approach with teachers’ classroom discourse being analyzed through both a qualitative analysis and a Systemic Functional Linguistics discourse analysis. The findings of this research suggest that there are a number of factors that influence the discourse of writing for ELLs, including teacher ideologies, outside assessments and that these directly affect how instruction is implemented. The discourse analysis points out problematic patterns of discourse, and potential difficulties in understanding for ELLs. Several implications are suggested, including alternate approaches to writing that implement elements of language highlighted in the discourse analysis, and implications for future teacher preparation. - From detailed reading to independent writing: Scaffolding instruction for ELLs through knowledge about language.
Luciana C. de Oliveira; Marshall Klassen; Michael Maune
The Common Core State Standards in English Language Arts for English Language Learners: Grades 6-12, 2015, [Peer-reviewed], [Corresponding author]
In book - ELLS in the Midwest: Effects of assessments on writing discourse in a rural classroom
Marshall Klassen
INTESOL, 14, 1, 51, 76, 2015, [Peer-reviewed], [Lead author]
Scientific journal - An Inquiry into Study Abroad: Considerations for Japanese Students Studying Abroad
Klassen, M.D
Kanazawa Seiryo University Bulletin of the Humanities, 3, 2, 43, 52, 2015
English, Research institution - Scaffolding to Support English Language Learners in a Kindergarten Classroom
Luciana C. de Oliveira; Marshall Klassen; Alsu Gilmetdinova
Advances in Educational Technologies and Instructional Design, 1, 16, IGI Global, 2014, [Peer-reviewed], [Corresponding author]
In book, This chapter presents a case study of a kindergarten classroom and examines how a kindergarten teacher uses scaffolding to diversify instruction in the classroom to support ELLs. The authors focus on the scaffolding resources used to support learning and describe the kinds of support provided and opportunities for students created so they can use their developing language in class with the teacher and classmates. The authors identify planned and interactional scaffolding resources used in the classroom. - Effective practices for English language learners in kindergarten and implications for policy
Luciana C. de Oliveira; Alsu Gilmetdinova; Marshall Klassen
A handbook to implement educational programs, practices, and policies for English learners, 139, 156, 2014, [Peer-reviewed], [Corresponding author]
In book - The common core state standards in English language arts in the United States and teaching English language learners
De Oliveira, L.C.; Maune, M.; Klassen, M.
L1 Educational Studies in Language and Literature, 14, 1, 2014
Scientific journal - Filling in the gaps: Genre as a scaffold to the text types of the Common Core State Standards
Maune, M.J; Klassen, M
In de Oliveira, L. C., & Iddings, J. (2014) (Eds.). Genre Pedagogy across the Curriculum: Theory and application in U.S. classrooms and contexts, 107, 124, 2014, [Peer-reviewed], [Corresponding author]
English, In book
- From detailed reading to independent writing: Scaffolding instruction for ELLs through knowledge about language
de Oliveira L. C; Klassen, M; Maune, M
TESOL Press., 20 Feb. 2015, 9781942223498, English, Textbook, Chapter 6, by de Oliveira, Klassen, and Maune, introduces a pedagogical practice called the
teaching-learning cycle (TLC) that links reading and writing through a focus on language. The
TLC primarily addresses CCSS Language Standard 3, which concerns students’ ability to know
about language and to understand how and when to use certain kinds of language. With a focus on
language support, the TLC scaffolds ELLs’ reading and writing development by providing supports like detailed reading, similar to Fisher and Frey’s close reading, that involve teachers guiding
students to make explicit connections between language features and the functions they serve in a
text. This guidance carries through to the writing component of the TLC, where students receive
support through collaborative writing practices that give students a common experience of writing
in new genres. The authors show how the principle of “guidance through interaction in the context
of shared experience” (Martin & Rose, 2005, p. 252) can support ELLs as they make connections
from reading to writing., [Contributor] - The Common Core State Standards in English Language Arts for English Language Learners: Grades 6-12
de Oliveira L. C; Klassen, M; Maune, M
2015, 9781942223498, [Joint editor] - 〔Major achievements〕Common Core State Standards in English Language Arts: Pedagogical implications of language analysis.
Klassen, M; Maune, M.J, Book Chapter
2014, 206, 107 - 124, Scholarly book, In de Oliveira, L. C., & Iddings, J. (2014) (Eds.). Genre Pedagogy across the Curriculum: Theory and application in U.S. classrooms and contexts (pp. 107-124). Sheffield: Equinox., [Peer-reviewed], [Contributor]
- Developing A College-level Translation Course Through The Lens Of Discourse Communities
Marshall Klassen
JACET北海道支部 研究発 第二, 08 Mar. 2025, English, Oral presentation - Myths about foreign language learning - What are effective foreign language learning methods?
Marshall Klassen
2024年度 北海道大学 公開講座 外国語の学びについて考える(２), 20 Jul. 2024, Japanese, Oral presentation - Assessing Japanese University Students’ Online Study Abroad and the Future of Study Abroad Post-Corona
Marshall Klassen
WORLD CALL 2023, 12 Nov. 2023, English, Oral presentation - Distance learning in 2020: Lessons and Implications for Language Policy
Marshall Klassen
JACET言語政策研究;年度年次特別研究会, 01 Aug. 2021, English, Invited oral presentation
[Invited] - Distance learning in 2020: A report card for one institution's response to the COVID-19 pandemic
Marshall Klassen
2021 JALT CALL National Conference, 05 Jun. 2021, English, Oral presentation - Anxiety, Self-Efficacy & the role of study abroad.
Marshall Klassen; Nicholas Marx
2019 JALT National Conference, 10 Jun. 2019, English, Oral presentation - Self-Efficacy: A Case of Can-Do in a Japanese University
Marshall Klassen; Nicholas Marx
2019 NEAR Conference, 2019, English, Oral presentation - Study Abroad: Changing perspectives of English
Marshall Klassen
金沢星稜大学市民講座, 2016, Japanese, Public discourse
[Invited] - The (in)flexibility of the NCLB waivers for ELs in rural schools: Indiana administrators in focus.
Trish Morita-Mullaney; Alsu Gilmetdinova; Marshall Klassen
INTESOL 2015, 15 Nov. 2015, English, Oral presentation - Literacy or English Language Development?
Trish Morita-Mullaney; Marshall Klassen
INTESOL 2015 (Indiana Teachers of English to Speakers of Other Languages), 05 Jun. 2015, English, Oral presentation - Supporting English language learners with academic language: writing expectations in the Common Core State Standards
Luciana de Oliveira; Marshall Klassen; Michael Maune
American Association of Applied Linguistics Annual Conference, 2015, English, Oral presentation - Second Language Writing in the ESL/EFL Context – Systemic Functional Linguistics Genre Approach
Marshall Klassen
International Society for Language Studies, 11 Jul. 2014, English, Oral presentation - L2 Writing in Elementary School: Challenges for Teachers and Learners
Luciana C. de Oliveira; Marshall Klassen
TESOL International Convention & English Language Expo, 2014, English, Oral presentation
- General Education Seminar, 2024年, 学士課程, 総合教育部
- General Education Seminar, 2024年, 学士課程, 現代日本学プログラム課程
- 国際交流Ⅱ, 2024年, 学士課程, 国際本部
- 英語Ⅰ, 2024年, 学士課程, 全学教育
- 英語技能別演習, 2024年, 学士課程, 全学教育
- 英語演習, 2024年, 学士課程, 全学教育
