KOBAYASHI Jeanette Marie (コバヤシ ジネマリー)

KOBAYASHI Jeanette Marie




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


出身学校 【 表示 / 非表示

  • Niagara University   教育学部   卒業

    - 2008年1月

  • Wilfrid Laurier University   芸術学部   卒業

    2001年9月 - 2005年6月

学内職務経歴 【 表示 / 非表示

  • 甲南大学   ■廃止組織■   国際言語文化センター   特定任期教員

    2018年4月 - 現在


論文 【 表示 / 非表示

  • Bridging Pedagogical Gaps with Learner Agency 査読あり

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

    JALT Postconference Publication   2019 ( 1 )   115 - 126   2020年8月



    出版者・発行元: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 査読あり

    Robert Sheridan, Kathryn M. Tanaka, Jeanette Kobayashi

    Kinki University Center for Liberal Arts and Foreign Language Education journal   9 ( 2 )   33 - 55   2018年11月



  • 構成主義的アプローチによる英語クラスにおける学生の動機づけ

    近藤睦美・ 小林 Jeanette Marie

    平成25年度教育力向上に関する共同研究報告書   27 - 34   2014年1月



  • 学習意欲を高める英語基礎力養成:自主学習を支える学習環境構築の取り組み

    溝手真理・山岸康司・Peter Duppenthaler・小林Jeanette Marie

    平成25年度教育力向上に関する共同研究報告書   69 - 74   2014年1月



  • Designing group work using iPads to motivate EFL Japanese students 査読あり

    Dekker, J., & Kondo, M.

    ICERI 2013 Proceedings   5482 - 5491   2013年1月




書籍等出版物 【 表示 / 非表示

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

    Figg, C., & Dekker, J. ( 担当: 共著)

    Niagara Catholic District School Board  2006年 

講演・口頭発表等 【 表示 / 非表示

  • Bridging Pedagogical Gaps With Learner Agency

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



    開催年月日: 2019年11月

    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


    開催年月日: 2019年7月

  • Culturally Based Constructivist Materials Design

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

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


    開催年月日: 2018年11月

    Japan’s English language education from the primary to the tertiary levels has been criticized for being too heavily based on textbooks and memorization; this has skewed language education in Japan towards linguistic input, with less emphasis placed on students’ language output. Thus, in the early years of their English language education, students often feel alienated from their learning and unable to relate it to their daily lives. This presentation introduces innovative materials to overcome this alienation at the tertiary level through a two-pronged approach. First, the materials we designed draw heavily on Japanese culture, giving students a rich schematic knowledge to draw on in their language studies. Second, the material we have designed is explicitly student-centered, with the majority of activities interactive and autonomously created by students themselves within a structured framework. This combination of culturally familiar materials with an explicit constructivist, autonomous learning approach has been demonstrated to be successful in the university classroom. In addition to introducing the kinds of materials we have designed, this presentation discusses the pedagogical theories behind their efficacy and gives concrete examples of the linguistic gains students make when these materials are used in the university classroom.

  • 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


    開催年月日: 2018年10月

    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  Multidisciplinary Approaches in Language Policy & Planning Conference


    開催年月日: 2018年8月

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研究費にかかる研究(調査)活動報告書 【 表示 / 非表示

  • 2020年度  Constructivist learning, student-centered learning

    研究費の種類: 教員研究費


    Active research involving studying the effectiveness of student-centered lessons, whereby the teachers act as moderators and the students actively take charge of their learning.


ティーチングポートフォリオ 【 表示 / 非表示

  • 2019年度


    College English Speaking, College English Listening, Intermediate English Presentation, Intermediate Life Topics, Intermediate Writing, Intermediate Global Topics


    In all of my courses I focus on student centeredness and autonomous learning. I believe it is important for students to be actively involved in their learning and to have choices and control over what and how they are learning. It is important to bridge the gap between various learning abilities in the classroom, and I believe students helping and learning from each other can do this. This not only helps them in language learning but also instills important life skills for beyond the classroom environment.


    In my classes I always try to vary the environments and opportunities for output from students. Students have work individually, in pairs and in groups and I believe that group work is especially beneficial as it allows students to teach each other and share information. It also gives those students less likely to speak in front of the class more opportunities to share ideas and learn in a smaller and less intimidating environment. I think alternating roles within groups is also important, and I try and give each student opportunities to take responsibility and share ideas and teach something to their group. I try to act as a mentor or advisor to students, getting them as actively involved in their learning as possible.


    There is wide variation in the learning results of the educational methods, however observation and student feedback data demonstrate that students generally feel that learning from each other, as opposed to strictly being taught by the teacher, presents opportunities for varied instruction and viewpoints. Generally students feel this to be beneficial and motivating. Those with higher-level language skills tend to take on more of a teaching role in the group, and those who are usually intimated by speaking in front of the class have greater opportunities to speak within the comfort of a small group.


    I would like to try and reduce teaching-speaking time even further, so that the majority of classes involve the students speaking. I believe that highly structured classes with very specific roles and instructions will assist in students taking control of their learning and create a more autonomous learning environment. It will also help to bridge the gap even further between language levels and student abilities in the classroom.


    Please refer to the course syllabi on My Konan.


社会貢献活動 【 表示 / 非表示

  • Assistant Site Manager JALT PanSIG2019

    2019年1月 - 2019年5月

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