研究者基本情報

• クラッスンマーシャルドゥロレー

• PhD, Purdue University , 2015年12月

• https://researchmap.jp/MKLASSEN

• https://jglobal.jst.go.jp/detail?JGLOBAL_ID=201601010808273011
• https://orcid.org/0000-0002-0177-0504

• 40785630

• https://orcid.org/0000-0002-0177-0504

• 201601010808273011

• Self-Efficacy
• 第二言語習得
• Classroom Research
• Study Abroad
• English as a Foreign Language
• English as a Second Language
• Systemic Functional Linguistics

• 人文・社会, 外国語教育

研究活動情報

• A Reflective Narrative from One Instructor Post-Online Study Abroad
  Marshall Klassen
  Media and Communication Studies, 78, 33, 53, 2025年03月31日, ［査読有り］, ［筆頭著者］
  英語, 研究論文（大学，研究機関等紀要）, 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), 2024年01月14日, ［筆頭著者］
  研究論文（国際会議プロシーディングス）
• 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), 2020年08月31日, ［査読有り］, ［筆頭著者］
  英語, 研究論文（学術雑誌）, 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年, ［査読有り］, ［責任著者］
  英語, 研究論文（研究会，シンポジウム資料等）
• 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年, ［査読有り］, ［責任著者］
  英語, 研究論文（学術雑誌）
• 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年, ［筆頭著者］
  研究論文（大学，研究機関等紀要）
• 英語言語学者のライティング指導の教室談話
  Marshall Drolet Klassen
  PROQUEST, 2015年12月31日, ［査読有り］, ［筆頭著者］
  英語, 学位論文（博士）, 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年, ［査読有り］, ［責任著者］
  論文集(書籍)内論文
• ELLS in the Midwest: Effects of assessments on writing discourse in a rural classroom
  Marshall Klassen
  INTESOL, 14, 1, 51, 76, 2015年, ［査読有り］, ［筆頭著者］
  研究論文（学術雑誌）
• 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年
  英語, 研究論文（大学，研究機関等紀要）
• 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年, ［査読有り］, ［責任著者］
  論文集(書籍)内論文, 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年, ［査読有り］, ［責任著者］
  論文集(書籍)内論文
• 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年
  研究論文（学術雑誌）
• 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年, ［査読有り］, ［責任著者］
  英語, 論文集(書籍)内論文

• From detailed reading to independent writing: Scaffolding instruction for ELLs through knowledge about language
  de Oliveira L. C; Klassen, M; Maune, M
  TESOL Press., 2015年02月20日, 9781942223498, 英語, 教科書・概説・概論, 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., ［分担執筆］
• 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年, 9781942223498, ［共編者(共編著者)］
• 〔Major achievements〕Common Core State Standards in English Language Arts: Pedagogical implications of language analysis.
  Klassen, M; Maune, M.J, Book Chapter
  2014年, 206, 107 - 124, 学術書, 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., ［査読有り］, ［分担執筆］

• メディア翻訳とローカライゼーション：高等教育コースにおける教育法
  Marshall Klassen
  JACET北海道支部 研究発 第二, 2025年03月08日, 英語, 口頭発表（一般）
• 外国語習得の神話あれこれー効果的な外国語学習法とは?
  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), 2024年07月20日, 日本語, 口頭発表（一般）
• Assessing Japanese University Students’ Online Study Abroad and the Future of Study Abroad Post-Corona
  Marshall Klassen
  WORLD CALL 2023, 2023年11月12日, 英語, 口頭発表（一般）
• JACET言語政策研究;年度年次特別研究会 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, 2021年08月01日, 英語, 口頭発表（招待・特別）
  ［招待講演］
• Distance learning in 2020: A report card for one institution's response to the COVID-19 pandemic
  Marshall Klassen
  2021 JALT CALL National Conference, 2021年06月05日, 英語, 口頭発表（一般）
• Anxiety, Self-Efficacy & the role of study abroad.
  Marshall Klassen; Nicholas Marx
  2019 JALT National Conference, 2019年06月10日, 英語, 口頭発表（一般）
• Self-Efficacy: A Case of Can-Do in a Japanese University
  Marshall Klassen; Nicholas Marx
  2019 NEAR Conference, 2019年, 英語, 口頭発表（一般）
• 留学と変化つつパースペクティブ
  Marshall Klassen
  金沢星稜大学市民講座, 2016年, 日本語, 公開講演，セミナー，チュートリアル，講習，講義等
  ［招待講演］
• 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, 2015年11月15日, 英語, 口頭発表（一般）
• Literacy or English Language Development?
  Trish Morita-Mullaney; Marshall Klassen
  INTESOL 2015 (Indiana Teachers of English to Speakers of Other Languages), 2015年06月05日, 英語, 口頭発表（一般）
• 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年, 英語, 口頭発表（一般）
• Second Language Writing in the ESL/EFL Context – Systemic Functional Linguistics Genre Approach
  Marshall Klassen
  International Society for Language Studies, 2014年07月11日, 英語, 口頭発表（一般）
• L2 Writing in Elementary School: Challenges for Teachers and Learners
  Luciana C. de Oliveira; Marshall Klassen
  TESOL International Convention & English Language Expo, 2014年, 英語, 口頭発表（一般）

• 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

• 2019年05月 - 現在
  大学英語教育学会
• 2014年05月 - 現在
  American Association for Applied Linguistics (AAAL)
• 2016年
  Japanese Association of Language Teachers JALT