Published Papers - HALL James Meriwether
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Dilemmas Student Teachers Experience Conducting Language Learning Activities at Elementary Schools
James M Hall
JES Journal ( 小学校英語教育学会 ) 24 134 - 149 2024.03 [Refereed]
Academic Journal Single Work
This study examines dilemmas that student teachers experience when teaching English communicatively at elementary school. As part of a two-year English teaching methodologies course, student teachers conducted English lessons at elementary schools. They then wrote critical incident reports about their experience. A critical incident is an unexpected event occurring in a lesson that causes some kind of pedagogical quandary. In this study, 297 critical incident reports written by 191 pre-service teachers between 2015 and 2022 were analyzed. Through thematic coding, the critical incidents were grouped into themes. An examination of critical incidents within a theme and across themes revealed dilemmas student teachers were likely to experience when conducting language learning activities. Among these dilemmas were how to mix fun and learning, how to encourage students to use the target words and phrases in an activity, the role of practice, and the challenge of teachers using English. The fact that there was no easy resolution for each dilemma show the complexity of teaching. This paper suggests that presenting student teachers with contradictory case studies can help them develop the ability to teach appropriately depending on the pedagogical content, characteristics of the learners, and teaching environment.
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Resolving pedagogical dilemmas with preservice and in‐service teachers in Japan
James M Hall
TESOL Journal ( Wiley ) 00 2024.03 [Refereed]
Bulletin of University, Institute, etc. Single Work
A pedagogical dilemma happens when an in-class event or external factor contradicts with a teacher’s principles or instructional practices and compels them to make decisions. This paper focuses on how resolving dilemmas can enhance the conceptual understanding of both the teacher and the supervisor. The supervisory setting this paper describes is not extensively researched in international journals: University instructors in Japan supervising pre-service and in-service teachers. It presents three cases studies: two on supervising pre-service teachers and one on supervising an in-service teacher. Although approaches to supervision emphasize the facilitative aspect, the case studies of the pre-service teachers exhibited circumstances more conducive to a directive-oriented approach. Nevertheless, with the assistance of the supervisors, the pre-service teachers were able to develop episodic knowledge of pedagogical concepts through navigating the dilemmas they experienced. The case study with the in-service teacher, on the other hand, required a more facilitative approach to supervision. It suggests that the supervisor should understand and accommodate the pedagogical concepts under which the teacher operates to provide useful support in resolving classroom-based dilemmas.
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Making commercials of Morioka and Thonburi, Bangkok: A Video Exchange Project between a School in Japan and Thailand
James M. Hall, Rie Yamakage, Thatsanan Waengwan, Kamlaitip Semsanga, Attachai Saenkhot
岩手大学英語教育論集 25 1 - 24 2023.03
Others Single Work
This report describes an online video exchange between the Affiliated Junior High School of the Iwate University Faculty of Education (Hereafter, Fuzoku JHS) and the Wat Nuannoradit School (Hereafter, the WN School). The former is located in Morioka, Iwate, and the latter in the district of Thonburi in Bangkok, Thailand. For this online exchange, students in each school made video commercials (CMs) to show the appealing points of the places they live. The CMs were put on a blog (Thailand and Japan School Exchange Site, 2023) and students from each school commented on one another’s videos. Lastly, students participated in an online discussion with one another in which they asked questions about the CMs and related topics. This project has been conducted three times, and a total of 48 and 44 videos have been created about Thonburi and Morioka, respectively. In this report, we first describe the participating schools and relevant educational reforms which are impacting them. We introduce the CM project as a means to help students make use of the new abilities they are expected to acquire. Next, we present the topics of the videos and discuss how they collectively show the characteristics of Thonburi and Morioka. Lastly, we suggest ways that these CMs can be utilized to help students learn about their respective regions and give ideas for future projects and exchanges.
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James M Hall
International Symposium on International Talents Cultivation: Cooperation and Opportunities ( Zhejiang University of Science and Technology ) 1 1 - 16 2022.10
Others Single Work
In this paper, I focus on preparing student-teachers and novice teachers to teachEnglish at elementary schools and junior high schools. I first introduce the educationalcontext: the national foreign language curriculum for primary and secondary schools, howteachers are prepared for their job, and the meaning of being a teacher in Japan. Second,based on previous research, I then discuss issues that pre-service teachers and noviceteachers experience teaching so-called communicative English. Lastly, I introduce theEnglish education program at Iwate University and present some ideas for helping teacherslearn to teach communicative English.
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Eportfolio post tagging for student-teacher development
James M Hall
Innovation in Language Learning and Teaching １ - 13 2022.07 [Refereed]
Academic Journal Single Work
This paper introduces an innovative practice: post tagging as a way to enhance the use of ePortfolios in foreign language teacher education programs. The ePortfolio system is a WordPress multi-author blog, and a student-teacher’s ePortfolio is a page comprised of the posts they have written. Tags are keywords for a post. In this innovation, ePortfolio post tags are matched with content learning areas in the teacher education program. When student-teachers tag a post, they first choose a relevant content area from the teacher education curriculum, e.g. Methods, and then select an appropriate tag or keyword from that area, e.g. Focus on form. Tagging has the following benefits. First, it can encourage student-teachers to reconcile pedagogical concepts from their teacher education program with their professional goals, teaching practice, and teaching beliefs. Second, tags can be used as a means to understand the types of pedagogical concepts that student-teachers deem important. Lastly, tagging can inform the teacher educators about how to improve their programs. On the other hand, using tags to match one’s reflective writing with pedagogical concepts does not come naturally to student-teachers and needs to be carefully introduced. The paper concludes by presenting some guidelines for using ePortfolios with tagging.
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外国語活動において中学年児童が感じる「やり取りの楽しさ」と尺度開発の試み
伊藤 汐里, 小川 春美, ホール ジェームズ, 山本 奬
岩手大学大学院教育学研究科研究年報 6 109 - 115 2022.03
Academic Journal Multiple authorship
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ITO Shiori, YAMAMOTO Susumu, OGAWA Harumi, HALL James
Research Journal of the Iwate University Professional School for Teacher Education 6 99 - 107 2022.03
Others Multiple authorship
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An Analysis of JHS Student English Typing Errors
Kodai Tamura, James M Hall
岩手大学英語教育論集 ( 24 ) 1 - 14 2022.03
Academic Journal Multiple authorship
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Tamotsu Ariya, James M Hall
岩手大学英語教育論集 23 2021.03
Academic Journal Multiple authorship
In the 1980s, the Ministry of Education, Sports, Science, Culture, and Technology (MEXT) first made developing students' communicative competence a priority in its secondary school English education policy (Hall, 2017). Since then, the emphasis on communicative ability in foreign language
education policy has increased. In 2017, MEXT released the new Course of Studies for elementary school and junior high school (JHS), which were scheduled to be enacted in 2020 and 2021, respectively. Among the notable changes was that foreign language activities would start from the 3rd grade of elementary school and the foreign language subject from the 5th grade. Another significant change was a revision of the four-skill areas of listening, reading, writing, and speaking. The last skill was divided into two areas: speaking (presentation) and speaking (interaction). This paper will focus on how students' abilities in interaction can be developed in JHSs. -
Enhancing teacher education through a lesson study application built with WordPress
James M. Hall, Kodai Tamura, Shuhei Kumagai
Teaching with Technology 2020 ( JALT CALL ) 1 47 - 63 2021.02 [Refereed]
Academic Journal Multiple authorship
A WordPress Lesson Study Application (LS APP) was developed for an English teacher education program at a Japanese national university for the following two purpos- es: (1) bridge the gap between teacher education classwork and school practice; and (2) en- hance collaborative reflective practice between student-teachers. The first was accomplished through linking student-teachers’ teaching practicums with theory and techniques learned in their university English teaching methodologies class using the tagging function of the LS APP. The second was accomplished through enabling students to give each other feed- back on their lessons during their practicum using the LS APP. This paper describes how WordPress content management functions and two plugins were utilized to accomplish the two objectives. Then, it describes the lesson study process facilitated by the application. Lastly, the authors describe the extent to which the LS APP has linked theory and practice as well as the type of peer feedback student-teachers perceive themselves to have benefited from. The goal of this paper is to describe how WordPress functionalities have been used to facilitate teacher development, and serve as a practical case study of using technology to enhance teacher education.
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Development of a New Primary School English Curriculum and Textbooks in Myanmar
James M Hall, Brian Gaynor
TESL-EJ 24 ( 3 ) 1 - 19 2020.11 [Refereed]
Academic Journal Multiple authorship
This article reports on the design and implementation of an innovative primary EFL program in Myanmar. Begun in 2014, the program is part of the CREATE Project, a joint initiative between the Myanmar Ministry of Education and the Japan International Cooperation Agency (JICA). The project has involved the planning, designing and implementation of a new curriculum for primary school English, along with concurrent materials development and the design of both pre-service and in-service teacher training courses. To give an insight into this multifaceted process, this paper focuses on the development of the Grade 3 textbook and compares it to the former book. After this analysis, it considers teachers’ needs and the challenges they face through analyzing posts and comments made on the “New Curriculum English Subject” Facebook page. Teachers’ primary challenges were learning the new textbook language, incorporating the recommended instruction into their established pedagogical approaches, and time management. The challenges and solutions outlined in this article have both policy and pedagogical implications for curriculum innovation at the primary EFL level, particularly with respect to the issues facing less economically developed countries.
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A self-critique of facilitating dialogic reflective practice with novice teachers
James M. Hall
Reflective Practice ( Taylor & Francis ) 21 ( 5 ) 672 - 685 2020.08 [Refereed]
Academic Journal Single Work
Reflective practice (RP) is known as a cyclical process of identifying issues, discussing how to resolve them, and acting. RP is not supposed to be solitary but rather collaborative between teaching colleagues or supervisors and teachers. Thus, research on teacher development advocates a dialogic approach for mentoring novice teachers in which the participants mutually construct knowledge. The culture of the feedback event, though, can interfere with the participants’ intentions for collaborative discussion given the status of the supervisor. In an 18- month ethnographic research project on three first-year teachers, I attempted to engage in dialogic RP with them to identify issues they were experiencing and discuss how to resolve them. In ethnographic research, the researcher is part of the field being studied. Through field notes and interview transcripts, I constructed three critical incidents, or episodes, in which dialogic RP was not attained. Through my recounting of critical incidents with these teachers, I argue that collective understanding of issues and use of the teacher’s expertise are important, and that pushing for quick solutions is ill advised. The study shows the subjective side of conducting dialogic RP in a school setting in which participants have different backgrounds and educational perspectives.
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日本とタイにおける先端的なレフレクティブ・プラクティス
ジェームズ M ホール
タイ日研究ネットワークThailand 1 103 - 108 2020.02 [Refereed]
International Conference Proceedings Single Work
この論文は日本とタイにおける活用された授業研究研究アプリの使う目的、成果、課題をまとめている。
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学生の省察を促進させるための手段としてワードプレスの所長と短所
James M Hall
言語教育のおける人工と知能と機械学習 18 - 32 2020.01 [Refereed]
Bulletin of University, Institute, etc. Single Work
研究者は日本の大学に所属する教育実習生のリフレクティブ・ プラクティスを進行させるために、 ワードプレス使用して、 ウェ ブでアクセスできる授業研究アプリ （LS APP） を開発した。 LS APPはワードプレス付きの機能を使って、 授業研究の内容を整理し、 プラグインの活用を通して、 参観者による授業に関するコメント、 画像、 動画の投稿を可能にし、 授業者・参観者のオンライン・ コ ミュニケーションを進行させる。 今まで、 LS APPは日本とタイで使用されてきた。 LS APPの使用に対する利点として実習生の授業 の成果の保管ができること、 授業の参観者が自分の見識の共有ができること、 実習生にフィードバックを与えられることをあげら れる。 LS APPの減点として、 授業を見ながらアプリにコメントを書く難しさ、 他の利便性の課題、 アプリのバグ・不具合をあげられ る。 この論文では、 LS APPとして機能できるようにどのようにワードプレスがカストマイズされたかと、 ワードプレスの応用に当た っての利点と課題が述べられる。 この論文の内容が、 ワードプレスの教育活用、 又は、 実習生の教員養成をより高める為にのICT 活用に関心のある読者に参考になることが望まれている。
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Results of the Second Internaional Internship Program of Mathematics Education at Satiti PIM Demonstration School
Yoshinori Nakamura, Harumi Ogawa, James Hall, Takashi Honda
Journal of Mathematics Education 60 ( 1・2 ) 87 - 101 2019.06 [Refereed]
International Conference Proceedings Multiple authorship
We have been conducting an International Mathematics Teaching Practicum at the Satit Demonstration School in Thailand since 2018. In January, 2019, we conducted the practicum for the second time. In this paper, we summarize the utline of the program and report its result through an analysis of post participating questionnaires and teaching practice reports.
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CLILの理論を開発した英語教育実習
ホール ジェームズ、タウンセンド サイモン
日本CLIL学会の研究紀要 1 176 - 194 2019.03 [Refereed]
International Conference Proceedings Multiple authorship
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PIM附属中等学校における教育実習の実践分析
小川春美、ホール ジェームズ
岩手大学英語教育論集 21 44 - 54 2019.03
Others Multiple authorship
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生徒の「phonemic awareness」を高める小学校外国語活動におけるライティング指導の提案
菊池 紗枝、ホール ジェームズ
岩手大学英語教育論集 ( 21 ) 28 - 43 2019.03
Others Multiple authorship
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International Internship Program of Mathematics Education at Satit PIM Demonstration School
James M Hall
Math Educaton Research Society 59 ( 1・２ ) 31 - 42 2018.07 [Refereed]
International Conference Proceedings Multiple authorship
Mathematics education of Japan is paid much attention by Asian countries. In autumn of 2017, teachers of PIM (Panyapiwat Institute of Management) and Satit PIM Demonstration School in Thailand visited the Iwate University Faculty of Education. They showed a strong interest in the mathematics education of Japan and agreed to collaborate in an experimental teaching practicum with Iwate University. In January 2018, we conducted a mathematics teaching practicum at the Satit PIM Demonstration School . In this paper, we summarize the outline of the program and report its result.
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３．１１後の内陸部の生徒のための翻訳プロジェクト『つなぐ』とその課外活動としての英語教育に対する効果
ホール ジェームズ
東北英語教育学会研究紀要 ( 38 ) 117 - 129 2018.06 [Refereed]
International Conference Proceedings Multiple authorship
高校生と大学生が一緒になって、３・１１の後の岩手沿岸学校の復興支援を語る報告書の概要を翻訳した。岩手県知事が、復興支援をしたヨーロッパの国に歴訪したとき、この報告書を贈呈した。この論文では、頻繁に教育価値を問われている「翻訳」がどのような教育的な効果があるかが論じられている。
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Insights from Students’ Critical Incidents in the English Department Teaching Methodology Courses: Acknowledging the contributions of Professor Tomoko Yamazaki
James M Hall
岩手大学英語教育論集 20 12 - 24 2018.03
Others Single Work
論文の初めは、山崎友子先生と一緒に開発した「英語科教育法I～IV」のカリキュラムの概要を説明する。その後、各科目で学生が書いたクリティカル・インシデントを分析して、IからIVに渡って、学生がどのように理論と実践の面から成長しているかを考察する。
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Methodological lessons learned from conducting reflexive linguistic ethnography
James M Hall
Selected Papers for DRAL 3/19th ESEA Proceedings 2017.06 [Refereed]
Bulletin of University, Institute, etc. Single Work
著者が１８カ月に渡って、３名の英語教師にリングイスティック・エスノグラフィーを行った。この期間に、フィールド・ノート、授業の対話・研究インタビューの書き出し、授業の映像のような多量の質的データを集めた。この論文では、これらのデータの収集、整理、分析の仕方を提案した。
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英語教育実習性の専門性を理解するためのeポートフォリオのデザインと活用法
ジェームズ M ホール
教育と教師教育 62 1 - 9 2017.01 [Refereed]
Bulletin of University, Institute, etc. Multiple authorship
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Student-Teacher Professional Development in the English Teaching Methodology Class
James M. Hall
岩手大学英語教育論集 18 1 - 19 2016.03
Others Multiple authorship
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コミュニカティブな言語教授法を促進するための中学校英語教科書
フェテケ レーカ、ホール ジェームズ
岩手大学教育学部附属教育実践総合センター 241 - 256 2015.03
Others Multiple authorship
学習のコミュニケーション能力を引き出すために、2名のベテラン英語教師がどのように教科書を活用しているかを分析した。研究方法は授業観察、教師へのインタビュー、教科書と教材の分析であった。
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An Overview and Rationale for English Teacher Education Designed to Bridge the Gap Between CLT and School Reality
James M Hall
第40回全国英語教育学会 徳島研究大会予稿集 229 - 238 2014.08
Others Multiple authorship
「初期層教員の現場に対応したCLT実践に向けての課題と提案」という研究課題フォーラムの基盤となる英語教師発達論をまとめている。
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James M Hall
Doing Research in Applied Linguistics 2/ Independent Learning Association Conference Selected Proceedings 11 - 26 2014.06 [Refereed]
Bulletin of University, Institute, etc. Single Work
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Using Critical Incidents to Investigate the Novice English Teacher Experience With CLT
James M Hall
Annual Review of English Language Education in Japan 25 127 - 142 2014.03 [Refereed]
International Conference Proceedings Single Work
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フローを促進する小学校外国語活動について
ネーム・アロール、ホール ジェームズ M.
岩手大学英語教育論集 2014.03
Others Multiple authorship
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The Nature of Classroom Discourse in Contextually Appropriate Communicative Language Teaching: A case study of Japanese pre-service teachers in Thailand
James M Hall
JACET 言語教師認知研究会 31 - 54 2013.10 [Refereed]
International Conference Proceedings Single Work
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2012 Report on the Puan Program: Hints for teaching about the Japanese culture in English
James M. Hall
岩手大学英語教育論集 ( 14 ) 1 - 19 2012.03
Others Single Work
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Teaching English in English: Searching for a way to make it a reality in the Japanese EFL classroom
James M Hall, Rintaro Sato, Tsutomu Koga, Katsuyuki Konno
The JACET 50th Commemorative International Convention 2011.08
International Conference Proceedings Multiple authorship
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小学校と中学校の協同を促進するための絵本を活用する英語教育研修
James M. Hall, Tomoko Yamazaki
JALT2010 Conference Proceedings 714 - 724 2011.06 [Refereed]
National Magazine Multiple authorship
小学校の英語活動と中学校の英語教育を繋ぐためのアイデアとして英語絵本の活用が考えられ、私達は、小学校教員と中
学校英語教員が英語絵本を使って小学校の英語活動を協働して行うことを課題とする小中学校教員研修プログラムを実施し
た。本研究においては、そのプログラムの中で実施された２つの授業を分析した。一つの授業は、絵本で使われている「英語」
に学習の焦点を当て、もう一つの授業は、英語だけでなく「物語を鑑賞」することにも焦点を当てた授業であった。その小学校
の英語活動が英語という言語形式の学習をどのように重視するかにより、指導の焦点は決定されている。両者ともに、中学校
英語教員は読み聞かせおよび英語を話す活動に関する技能を高め、小学校教員は授業全体のファシリテーターとしての役割
を果たしていた。 -
学習者の言語の使用を促進させる教育実習授業の実践
James Hall
岩手大学英語教育論集 13 35 - 49 2011.03
Others Single Work
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大学生の英語の自立学習を促進する試みーグループワークと日記の導入ー
小川春美、James M. Hall
岩手大学教育学部附属教育実践総合センター ( 10 ) 1 - 11 2011.03
Others Multiple authorship
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Outcomes and Challenges of the Development of a Cooperative In-service Teacher Training Program
Tomoko YAMAZAKI, James M HALL, Fumie SUGAWARA, Chohei TAKAHASI, Hiroshi KANNO
The Journal of the Clinical Research Center for Child Development and Educational Practices ( 10 ) 11 - 23 2011.03
Others Multiple authorship
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Developing a Collaborative Training Program for English Education Involving Primary and Middle School Teachers
2011.03
Others Multiple authorship
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2010 Report on the Puan Program: How did student-teachers' beliefs about language learning and pedagogical skills evolve after a two week teaching practice in Thailand?
James M Hall
岩手大学英語教育論集 ( 12 ) 17 - 37 2010.03
Others Single Work
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Collaboration between University and Primary School in Teacher Education for English Activities
The Japan Association of English Teaching in Elementary Schools ( 10 ) 73 - 78 2010.03 [Refereed]
Academic Journal Multiple authorship
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Voluntary Overseas On-site Teaching Practicum as a Collaborative Learning Opportunity - "Puan Program," On-site English Teaching Practicum in Thailand -
Tomoko Yamazaki, James M. Hall, Mike Unher
The Clinical Research Center for Child Development and Educational Practices, The Faculty of Education, Iwate University ( 9 ) 157 - 162 2010.02 [Refereed]
Others Multiple authorship
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A Study of Reading Techniques for English Picture Books that Increase Students' Interest and Comprehension
James M Hall
Japanese Association for Instructional Materials 20 59 - 67 2009.03 [Refereed]
Academic Journal Single Work
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Ideas for using English picture books for the new foreign language activities in Japanese elementary schools
James M Hall
岩手大学英語教育論集 ( 11 ) 27 - 45 2009.03
Academic Journal Single Work
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Challenges and opportunities in using English Picture Books as a Means to Conduct English activities during the period for Integrated Study in Japanese Elementary Schools
James M Hall
Asia TEFL International Conference 2008 Unedited Full Papers 1 - 20 2008.08
Others Multiple authorship
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Selecting and Using English picture books in Japanese elementary schools
James M. Hall
JALT 2007 Conference Proceedings 587 - 597 2008.04 [Refereed]
Others Single Work
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Japanese College Students’ On-site Teaching Practicum in Thailand
Michael UNHER, Tomoko YAMAZAKI, James HALL
東北英語教育学会研究紀要 28 37 - 48 2008.03 [Refereed]
Academic Journal Multiple authorship
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Doing Task Based Teaching in Junior High Schools
James M. Hall
岩手大学英語教育論集 10 28 - 42 2008.01
Others Single Work
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A Linguistic Ethnography of Learning to Teach at Japanese Junior High Schools （英文）
James M Hall
博士論文 スターリング大学 2007.11 [Refereed]
Others Single Work
「活動理論」、「談話分析」、「省察的実践」という観点から3名の若手英語教師に対して18カ月の「言語民族誌」の研究を行った。教員がコミュニケーションを重視した英語を教えるに当たってどのような課題に直面しているかに焦点を当てた。この期間中、教師がこの課題を解くことができなかったが、解決を努めた教師の専門性が伸びた。
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A Consideration of the Dimensions of Instruction for Effective Task Based Learning
James M. Hall
岩手大学英語教育論集 9 33 - 47 2007.03
Others Single Work
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Will Learners Utilize Vocabulary Notebooks to Explore the Depth of Information Associated with a Word?
James M. Hall
函館英文学 16 41 - 54 2007.03 [Refereed]
Academic Journal Single Work
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A Story of Using Weblogs in English Teacher Training
James M Hall
JALT2005ConferenceProceedings 2006.06 [Refereed]
Others Single Work
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A Proposal for Pre-Service Teacher Education: Developing Practical English Skills through On-site Experience at an Elementary School
Tomoko Yamazaki, James M. Hall
東北英語教育学会研究紀要 ( 26 ) 2006.05 [Refereed]
Academic Journal Multiple authorship
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シラバス開発におけるデジタル・ティーチング・ポートフォリオの活用法 ー 自己の事例からー
James M. Hall
岩手大学教育学部附属教育実践総合センター研究紀要 ( 5 ) 63 - 72 2006.03 [Refereed]
Academic Journal Single Work
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Pre-service Teaching Practice as an Integral Part of English Teaching Methodolofy Classes and its Effect on Student's Professional Development
YAMAZAKI Tomoko, HALL James M
( 24 ) 75 - 86 2006.03 [Refereed]
Academic Journal Multiple authorship
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Using a Digital Teaching Portfolio to Develop a Multi-Cultural Education Curriculum
James M Hall
第31回全国英語教育学会 札幌研究大会予稿集 84 - 85 2005.08 [Refereed]
Others Single Work
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Can Feedback Logs and Peer Feedback Improve Students’ Grammatical Accuracy?
James Hall
JALT2004 Conference Proceedings 416 - 428 2005.06 [Refereed]
Others Single Work
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What are the obstacles to communicative language teaching in Japan and how can we remove them?
James M. Hall
岩手大学英語教育論集 ( 7 ) 51 - 60 2005.03
Academic Journal Single Work
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Empowering Teacher Trainees for the New Challenges in English Education
James M Hall
東北英語教育学会研究紀要 ( 24 ) 99 - 111 2004.04 [Refereed]
Academic Journal Single Work
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Working with Local Teachers to Improve Reading Instruction: To What Extent Can we Teach Reading Strategies and Skills in Iwate Schools?
James M. Hall
Bulletin of English Education Iwate University 2004.03
Academic Journal Single Work
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地域の学校における英文法の指導改善に関する研究
James M. Hall
大学教育学部附属教育実践総合センター研究紀要 ( 3 ) 1 - 12 2004.03
Academic Journal Single Work
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Identifying Common Student Article Errors and their Implications for Instruction
James M HALL
岩手大学教育学部研究年報 63 177 - 188 2004.02
Academic Journal Single Work
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Which versus That: What's the Difference?
Yoshiyuki USUDA and James HALL
English Literary Society of Hakodate 41 61-76 2002.01
Academic Journal Multiple authorship