About Zemi Ready
This blog is for my zemi students. A zemi is a seminar course for third and fourth-year students in Japanese universities. Over two years, students complete a graduation thesis or research project. In my zemi course, we focus on communication research. Zemi Ready is a place for my students to find research topics and ideas. Also, there are articles on research methods for communication topics. As an early career researcher myself, I know that it is not always easy to transition from a topic idea to the research stage. On this blog, I want to share some of the materials that helped get me started with my own projects. By curating these resources, I also aim to make them accessible to my students and other English language learners who are doing research in a second or foreign language. I hope Zemi Ready is a space for student researchers to feel part of a research community.
About me
My name is Kate Maher. I am an assistant professor in the Department of British and American Studies at Kyoto University of Foreign Studies. I am an early career researcher specialising in the affective factors of language learning. As a nervous language learner myself, my main area of research is language learner anxiety. I focus on anxiety that is related to the social aspects of the classroom, such as interpersonal interactions with peers and teachers and other socio-cultural influences on in-class oral participation. My other area of interest is using cognitive-behavioural theory-based approaches to psycho-educate students to find ways to control their language learning emotions.
Kyoto University of Foreign Studies profile:
Publications
Maher, K. (2017). Waiting to speak: Supporting Japanese students to take first steps in intercultural initial interactions. SELL, Vol. 33, pp. 29-44.
Maher, K. (2016). Student evaluation of using self-reflection logs: The value of using self-reflection materials in an EFL university course in Japan. PEOPLE: International Journal of Social Sciences, Vol. 2, No. 1, pp. 1179-1193.
Maher, K. (2015). Use of a Self-evaluation system in an EFL course: Helping students improve learner motivation. Kansai JACET, No. 17, pp. 141 – 154.
Book reviews
Maher, K. (2018, August). [Review of the book New Insights into Language Anxiety: Theory, Research and Educational Implications, by C.Gkonou, M. Daubney, & J. M. Dewaele (Editors)]. SIETAR Japan Journal of Intercultural Communication, 21.
Maher, K. (2018, March/ April). [Review of the book Understanding silence and reticence: Ways of participating in second language acquisition, by D. Bao]. The Language Teacher, 42(2), pp. 31-32.
Research collaboration projects
Examining how Japanese learners manage their language anxiety, in collaboration with Neil Curry, Kanda University of International Studies.
Designing CBT-based activities to support anxious language learners in the classroom and advising sessions, in collaboration with Neil Curry, Kanda University of International Studies.
Presentations and talks
Curry, N., & Maher, K. (2018, June). A CBT-based approach to helping anxious language learners: Investigating causes of speaking anxiety. Paper presented at the 3rd PLL3 Conference, Tokyo, Japan.
Curry, N., & Maher, K. (2018, June). CBT-based classroom activities for language anxiety. Innovative practice workshop at the 2018 RILAE LAb Session, online conference. (Available at https://www.youtube.com/watch?v=TK8z_tG4ik8)
Maher, K. (2018, May). Listening to silent students: A quantitative approach for understanding silence in the foreign language classroom. Poster presented at the 2018 PanSIG Conference, Tokyo, Japan.
Maher, K. (2017, October). Examining the forms and functions of silence in the EFL classroom: Using the COPS to provide a quantitative perspective. Paper presented at the 2017 Autumn LET Kansai Chapter Conference, Kobe, Japan.
Maher, K. & Kondo, S. (2017, September). Kick-about together: Connecting the community through blind football. Project presented at the 5th UCEC Conference, Kyoto, Japan.
Maher, K. (2017, July). Critical and creative thinking in language learning. Kyoto University of Foreign Studies Graduate School Open Lecture. Kyoto University of Foreign Studies, Japan.
Maher, K. & Yamase, R. (2016, October). Good food, healthy eating, study well: Nutrition and motivation. Special lecture, Kyoto University of Foreign Studies, Japan.
Maher, K. (2015, December). Student evaluation of using self-reflection logs: The value of using self-reflection materials in an EFL university course in Japan. Paper presented at ICTEL, Kuala Lumpur, Malaysia.
Maher, K. (2014, December). The Power of Reading. Extensive Reading. Osaka City Nishi Senior High School Special Lecture. Osaka City Nishi Senior High School, Japan.
Maher, K. (2013, November). English as a tool for connection, moving towards ‘all English’ in the classroom. Kyoto University of Foreign Studies Graduate School Open Lecture ‘How to improve School English Education for the future’. Kyoto University of Foreign Studies, Japan.
Maher, K. (2013, November). Use of a Self-evaluation System in a University EFL Course in Japan: Helping Students Improve Learner Motivation. JACET Kansai Chapter 2013 Fall Conference, Kobe City University of Foreign Studies, Japan.
Maher, K. (2013, October). Self-evaluation system within a blended learning environment: Helping students improve learner motivation in a university EFL course in Japan. J-LET 2013 Fall Conference, Kansai University, Japan.
Maher, K. (2012, June). Balancing the Ideal of Communication and the Reality of Exam Culture: Discussion of Proposals for Developing English for International Communication. 2012 Kyoto University of Foreign Studies Graduate School Open Lecture ‘How to improve School English Education for the future’. Kyoto University of Foreign Studies, Japan.
Zemi Ready 