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Affiliation |
IWATE University Faculty of Humanities and Social Sciences Department of Human Sciences and Cultural Studies |
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Position |
Professor |
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Mail Address |
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Jim Smiley
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Research Interests 【 display / non-display 】
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epistemic cogntion
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pedagogic materials development
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epistemic cognition
Graduating School 【 display / non-display 】
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1988.09-1992.07
Guildhall School of Music and Drama Faculty of Music Music performance and teaching Graduated
Graduate School 【 display / non-display 】
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2015.04-2022.02
Others Graduate School, Division of Education Education Doctor's Course Completed
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1994.10-1997.11
Others Graduate School, Division of Music Historical Musicology Master's Course Completed
Degree 【 display / non-display 】
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University of Liverpool (England) - Doctor of Education 2022.02.07
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King's College, University of London - Master's in Historical Musicology 1997.11.01
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Guildhall School of Music and Drama - Associate of the Guildhall School of Music and Drama 1992.07.01
Campus Career 【 display / non-display 】
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2016.04-2023.03
IWATE University Faculty of Humanities and Social Sciences Department of Human Sciences and Cultural Studies Associate Professor [Duty]
Course Subject 【 display / non-display 】
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2016
Comprehensive English Ⅰ
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2016
Comprehensive English Ⅰ（Advanced)
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2016
Comprehensive English Ⅰ（Advanced)
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2016
Exploring English Communication Ⅰ
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2016
Advanced English Communication Ⅴ
Published Papers 【 display / non-display 】
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Multiple Document Reading in Japanese Undergraduate English Majors
Jim Smiley
Growth Mindset in Language Education ( JALT ) 322 - 329 2024.08 [Refereed]
Academic Journal Single Work
The ability to assess information from multiple sources is crucial in academic writing (Moon, 2008). Japanese undergraduate writers tend to trust authoritative sources over anonymous ones in everyday topics in their L1 (Kobayashi, 2014) and can argue coherently on familiar social topics in English (L2) (Stapleton, 2001, 2002). However, how they handle unresolved debates in their field is unclear. This study examines how advanced third-year English majors resolve discipline-specific controversies in second-language theory. Using a mixed-methods approach, participants read conflicting articles on the CPH (critical period hypothesis), answered comprehension questions, wrote about their CPH beliefs, and underwent semi-structured interviews. The qualitative findings suggest that prior beliefs, personal experiences, and opinions heavily influence students’ perspectives, and encountering alternative viewpoints may not foster the expected critical engagement at this level.
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How Epistemic Cognition Mediates Critical Thinking
Jim Smiley
Critical Thinking in the Classroom 2024 ( Critical Thinking Special Interest Group ) 11 ( 1 ) 62 - 71 2024.11 [Refereed]
International Conference Proceedings Single Work
Hofer (2016) argues that epistemic cognition as “an essential element of critical thinking”, and Moon (2008) demonstrates that the ability to use critical thinking is predicated on multiplistic, or higher, states of epistemic cognition. Dualistic thinkers, that is, those who see knowledge claims in simplistic terms of right or wrong views, cannot engage in the nuanced requirements of critical thinking. Dunn (2014) notes that Japanese university students do not engage critically with knowledge, suggesting the possibility of dualistic modes of thinking being the norm in the Japanese context. If this is the case, this may suggest reasons why critical thinking pedagogy in the Japanese context is problematic. This article outlines epistemic cognition, and, utilising Schommer’s (1990) model, present a composite characterisation of a naïve learner and what inhibits them from developing dispositions towards critical thinking.
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Language inference pedagogy through games Surveying levels and attitudes
Jim Smiley
アルテス リベラレス ( 岩手大学人文社会科学部 ) 113 71 - 86 2023.12
Others Single Work
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Investigating Epistemic Cognition in Japanese University English Majors
Jim Smiley
University of Liverpool Archives ( University of Liverpool ) 1 - 221 2022.02 [Refereed]
Others Single Work
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Divergent Conceptions of Grammar
Jim Smiley, Jacob Petersen
アルテス リベラレス ( 岩手大学人文社会科学部 ) 109 72 - 92 2021.12
Bulletin of University, Institute, etc. Multiple authorship
Books 【 display / non-display 】
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Building a Thesis
SMILEY Jim ( Pages responsible : 84 )
Percetia Press 2025.03 ISBN: 978-4-911164-08-2
Textbook
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Writing a graduation thesis in English
SMILEY Jim
Percetia Press 2019.09 ISBN: 9784939130267
Textbook
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Therapy Care
Jim Smiley
Perceptia Press 2014.03
Textbook
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Conversation Master
Jim Smiley
Perceptia Press 2014.09
Textbook
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Therapy Care Workbook
Jim Smiley
Perceptia Press 2014.03
Textbook
Presentations 【 display / non-display 】
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Self?Introductions
Oral Presentation(General) Jim Smiley
Sendai JALT March Meeting (Sendai Lifelong Education Support Centre)
2025.03Sendai JALT Chapter
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Culture and Learning: Navigating East-West Educational Landscapes
Oral Presentation(General) Jim Smiley
Tokyo Convention (Otsuma Womens University, Tokyo)
2025.02Language Teaching Professionals
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Pedagogising
Oral Presentation(General) Jim Smiley
Iwate-Aomori JALT January Meeting (Online)
2025.01Iwate-Aomori JALT Chapter
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Activate Your Readings
Oral Presentation(General) Jim Smiley
Tohoku Expo (St. Ursula's School, Sendai, Miyagi)
2024.12English Teachers in Japan
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Guiding Your Graduation Thesis Students Through Their Journey
Oral Presentation(General) Jim Smiley
Tohoku Expo (St. Ursula's School, Sendai, Miyagi)
2024.12English Teachers in Japan
Association Memberships 【 display / non-display 】
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2020.11
Japan Association of Language Teaching Iwate-Aomori Chapter
Academic Activity 【 display / non-display 】
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2022.04-Now
Japan Association of Language Teaching Iwate-Aomori Chapter Membership Chair