KOBAYASHI Jeanette Marie


Fixed-Term Instructor


Masters of Science in Education(Niagara University), Bachelor of Arts in English (Wilfrid Laurier University)

Research Field

TESOL, Constructivist teaching methodology, Active learning, Scaffolding

External Link

Graduating School 【 display / non-display

  • Niagara University   Faculty of Education   Graduated

    - 2008.1

  • Wilfrid Laurier University   Faculty of Arts   English   Graduated

    2001.9 - 2005.6

Campus Career 【 display / non-display

  • KONAN UNIVERSITY   Abolition organization   Institute for Language and Culture   Fixed-Term Instructor



Papers 【 display / non-display

  • Bridging Pedagogical Gaps with Learner Agency Reviewed

    Kathryn M. Tanaka, Robert Sheridan, Daniel Tang, Jeanette M. Kobayashi

    JALT Postconference Publication   2019 ( 1 )   115 - 126   2020.8

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    Joint Work

    Publisher:JALT Postconference Publication  

    Currently, many educators in Japan seek student-centered approaches to language learning. Yet, the ways these pedagogies are understood and implemented remain uneven, and there is little research to support effective methods. Here, the researchers examine Japanese EFL university students’ attitudes towards student-centered learning. We elucidate how student perceptions of their language gains change when teachers, students themselves, or their peers are responsible for the preparation and teaching of lessons and material. Researchers had students from four classes teach lessons individually, in pairs, or in groups. Students designed and taught lessons based on articles from the teacher. The four groups completed surveys with quantitative aspects. After the study, follow-up questionnaires provided deeper insight into the results which point to a significant difference in answers for selfand peer-led lessons and also demonstrate that the significance of the results varied based on whether student-taught lessons were led by pairs, groups, or individuals. 現在、日本の多くの教育者が、言語学習における学生主体のアプローチを求めている。しかし、このような教授法への理解 と実践は一様ではなく、効果的な方法を支援する研究も少ない。本研究は、日本人EFL大学生を対象に、学生主体の学習への 態度を調査し、教師、学生自身、クラスメイトが授業の準備と指導に関与することで、学生の言語獲得に対する認識がどう変化 するかを明らかにした。四クラスの学生が個人、ペア、グループで授業を行い、学生は、教師から与えられた記事を元に、授業 の構成を考え、実施し、定量形式のアンケートに回答した。調査後、フォローアップアンケートにより、定量的結果についてより 深い洞察が得られた。学生が個人で教える場合とペアになって教える場合では回答に大きな違いがあり、また、学生による授 業がペア、グループ、個人のいずれによって行われたかにより結果の有意性が異なることが示された。

    DOI: 10.37546/JALTPCP2019-15

  • 2. Culture and Constructivism: A New Approach to Student-Centered English Language Education in Japan Reviewed

    Robert Sheridan, Kathryn M. Tanaka, Jeanette Kobayashi

    Kinki University Center for Liberal Arts and Foreign Language Education journal   9 ( 2 )   33 - 55   2018.11

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    Joint Work

  • Motivating Students in EFL classroom through Constructivist Approach

    Mutsumi Kondo, Jeanette Marie Kobayashi

    Tezukayamagakuin University Collaborative Research Project Reports 2013   27 - 34   2014.1

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    Joint Work

  • Cultivating Fundamental English Abilities Which Promotes Students' Learning Motivation: Desiging Learning Environment to Facilitate Self-study

    Tezukayamagakuin University Collaborative Research Project Reports 2013   69 - 74   2014.1

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    Joint Work

  • Designing group work using iPads to motivate EFL Japanese students Reviewed

    Dekker, J., & Kondo, M.

    5482 - 5491   2013.1

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    Joint Work

    Authorship:Lead author  

Books and Other Publications 【 display / non-display

  • Handbook for teacher candidate volunteer mentors: Student Success/Learning to 18 Mentor-Connector Program

    Figg, C., & Dekker, J. ( Role: Joint author)

    Niagara Catholic District School Board  2006 

Presentations 【 display / non-display

  • Bridging Pedagogical Gaps With Learner Agency

    Tanaka K.M., Sheridan R, Tang D., Kobayashi Jeanette J.M.


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    Event date: 2019.11

    Under the MEXT Global 30 Program, which pushed for the creation of English-language, content based degree courses in Japanese universities, more institutions have begun to offer Content Language Integrated Learning (CLIL) classes together with more traditional, language based English as a Foreign Language (EFL) classes. While some scholars argue for the efficacy of CLIL courses in Japan (cf. Izumi, Ikeda & Watanabe, 2011, 2012, & 2016; Izumi, 2016; Sasajima, ed., 2011), the interconnections between EFL and CLIL education are often overlooked. Programs that seamlessly combine EFL and CLIL deserve more attention, particularly in countries like Japan, where English is not a common language of public discourse. To that end, this presentation introduces the results of a comparative study that demonstrates the efficacy of student autonomy as a motivational and pedagogical tactic in both EFL and CLIL courses. Independently, in pairs, and in teams, st udents designed and taught cultural-based content lessons in courses with only broad guidance from the instructors. These student-taught lessons were compared to instructor-developed lessons on the same topics. We then gauged interest both quantitatively and qualitatively. We present the course design, the positive results, the challenges, and student feedback. Collectively, this presentation demonstrates that autonomous materials design is an effective way to bridge the gap between EFL and CLIL education, while at the same time being a powerful tool to engage and interest students.

  • Promoting autonomous English language learning through student-recommended smartphone applications and activities

    小林 ジネマリー

    第47回言語教授法・カリキュラム開発研究会全体研究会実施要領   (甲南大学)  甲南大学 国際言文センター

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    Event date: 2019.7

  • Culturally Based Constructivist Materials Design

    JALT2018 44th International Conference on Language Teaching and Learning & Educational Materials Exhibition 

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    Event date: 2018.11

  • Working Chapters from a Culturally Based EFL Textbook: A Methodology Workshop

    Sheridan, R., Aliponga, J., Carlson, Kobayashi, J.M. & Jackson, J.

    Working Chapters from a Culturally Based EFL Textbook: A Methodology Worksho  Otemae University

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    Event date: 2018.10

    This presentation will be divided into five main parts. We will begin by discussing the benefits of using culturally familiar content to increase language learning. We will then draw on the importance of integrating culture with language learning. Following this, we will provide results from a survey given in Japan which suggests that while teachers value this integration they aren't necessarily applying it. Examples from our proposed textbook demonstrating how we believe this can be done effectively will be displayed. We will then highlight the importance of Noticing to improve second language acquisition (SLA). Finally, a variety of activities to increase motivation and autonomous learning in theory and practice will be presented. We will conclude with a brief discussion with audience members, seeking feedback and answering remaining questions.

  • Culture-based Approaches to Language Policy and Material Design

    Sheridan, R., Tanaka, K.M., & Kobayashi, J.M.

    Multidisciplinary Approaches in Language Policy & Planning Conference 

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    Event date: 2018.8

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Social Activities 【 display / non-display

  • Assistant Site Manager JALT PanSIG2019

    2019.1 - 2019.5

  • Assistant Site Manager World Englishes, Bilingualism and Cross-Cultural Education in Japan