MACH Thomas Michael (マック トーマス マイケル)

MACH Thomas Michael




MA in Teaching English as a 2nd Language(Norther Arizona University), BA in English Literature (a)




出身学校 【 表示 / 非表示

  • University of Wisconsin   BA in English   卒業

    1987年9月 - 1991年12月

出身大学院 【 表示 / 非表示

  • Northern Arizona University   MA in Teaching English as a Second Language   修士課程   修了

    1993年9月 - 1995年5月

留学歴 【 表示 / 非表示

  • 1989年8月

    Florence, Italy   University of Wisconsin's Italian Language and Culture Program

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   教授

    2015年4月 - 現在

  • 甲南大学   国際言語文化センター   准教授

    2005年4月 - 2014年3月

  • 甲南大学   国際言語文化センター   講師

    2002年4月 - 2005年3月

学外略歴 【 表示 / 非表示

  • Kansai Gaidai University

    2003年4月 - 2005年3月



  • Miyazaki International College

    2001年1月 - 2002年3月



  • Kwansei Gakuin University

    1996年9月 - 2000年8月



  • Technikon Northern Transvaal, Soshanguve, South Africa.

    1995年9月 - 1996年8月



  • Northern Arizona University

    1993年8月 - 1995年8月



所属学協会 【 表示 / 非表示


    1994年9月 - 現在


    2015年4月 - 現在

  • JALT

    1998年9月 - 現在


論文 【 表示 / 非表示

  • Remote SALC practices in a pandemic: One university’s initial approach and subsequent revisions 査読あり

    Yamamoto, S.; Mach, T.; Mertens, C.; Sholdt, G. & Stringer, T.

    2 ( 1 )   71 - 81   2021年6月



  • Listen to the learners : Views on culture's role in language learning from exceptional learners of Japanese

    Thomas Michael MACH

    文化の継承と日本語教育~~甲南大学総合研究所叢書   143   2021年3月




    DOI: 10.14990/00003888

    その他リンク: http://doi.org/10.14990/00003888

  • The cultivation of a sustainable lifestyle in Japan's peaceful Edo period

    MACH, Thomas

    Peace as a global language: Explorations of peace in practice. (pp. 27-66   2018年5月



  • Konan Language LOFT's first large-scale user survey: results and discussion

    MACH, Thomas

    The Journal of the Institute for Language and Culture, 22, 221-244   2018年3月



  • Promoting learner autonomy through a self-access center at Konan University: from theory to proposal

    Mach, Thomas

    The Journal of the Institute for Language and Culture   19   3 - 29   2015年3月



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講演・口頭発表等 【 表示 / 非表示

  • Adapting a Self-Access Learning Program for Emergency Remote Education

    YAMAMOTO, Shari, 他

    JASAL 2020 Annual Conference   (Online (due to pandemic))  JASAL


    開催年月日: 2020年12月

  • Task Variety for Self-Access Centers

    Thomas MACH & Craig MERTENS

    JALT PanSIG Conference  (Konan CUBE, Nishinomiya, Japan) 


    開催年月日: 2019年5月

  • Lessons Learned About Effective Organization and Promotion During a Large-Scale SAC’s First Year

    Mach, Thomas

    JASAL 2016 Annual Conference  (Kobe, Japan)  JASAL


    開催年月日: 2016年12月

  • Talking about technology in ELT: Attitudes in Japan

    Mach, Thomas

    Annual AZ-TESOL Conference  (Flagstaff, AZ, USA)  Arizona TESOL


    開催年月日: 2014年10月

  • Attitudes about technology among English educators in Japan: Enthusiasm and blind spots

    Mach, Thomas

    The 5th International Conference on Language and Communication  (Bangkok, Thailand) 


    開催年月日: 2013年12月

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学術関係受賞 【 表示 / 非表示

  • AZ-TESOL Distance Assistance Grants (2)

    1994年11月   a  


  • Vivian Mowry Scholarship for Academic Excellence

    1991年11月   University of Wisconsin  


  • Election to Phi Beta Kappa (national academic honor society)

    1991年11月   University of Wisconsin,  


共同研究希望テーマ 【 表示 / 非表示

  • Sustainable living movements in Japan

研究費にかかる研究(調査)活動報告書 【 表示 / 非表示

  • 2021年度  English Language Education, Cross Cultural Education

    研究費の種類: 教員研究費

  • 2020年度  English Language Education, Cross Cultural Education

    研究費の種類: 教員研究費


教育活動に関する受賞 【 表示 / 非表示

  • Phi Beta Kappa

    1991年5月   Phi Beta Kappa Academic Honor Society, Wisconsin Chapter  

その他教育活動及び特記事項 【 表示 / 非表示

  • 2012年6月

    Voices of caution along the road of shifting literacy

  • 2006年4月

    AWL Practice Pages Website

  • 2006年4月

    Course websites

  • 2004年4月

    Website for Konan English Teachers

  • 2002年1月

    Educational conference attendance

ティーチングポートフォリオ 【 表示 / 非表示

  • 2020年度


    College English Listening(1単位)、College English Speaking(1単位)、中級英語Presentation(4単位)、中級英語Speaking(4単位)、国際理解English(2単位)、Area Studiesタイコース(2単位)


    On a broad level, I’ve chosen to teach English to university students in order to help them gain access to the broader world of ideas and experiences that comes with becoming communicative in a global language. Because of this emphasis on becoming communicative and viewing English as a global tool, I tend to encourage students to focus less on “correctness” and more on mutual understanding and fluency when using English. This is evident in the way that I teach all of my skills-based courses (e.g., Speaking, Listening, Presentation). It is also noticeable in the ways that I teach more content-oriented courses (e.g., 国際理解English, Area Studies), but these courses additionally encourage students to develop more critical thinking skills through deeper and more sustained exposure to cultural content.  


    My courses tend to be centered on a textbook which I loosely follow. A textbook brings noticeable structure and patterns to a course, and moving through the text as the course progresses tends to help students feel a sense of accomplishment. However, whatever text I use, plenty of other original activities and tasks are woven into the course based on the learning needs and preferences of the students being taught. While unique to each course, these additional activities tend to include things like student-led discussion groups; paired tasks based on information gaps, songs for listening, vocabulary, and topic introductions; poster presentations; and group tasks with an element of fun competition in them such as quiz contests.


    I feel like my courses are mostly successful since the activities and tasks that I do in them have been developed over years and years of observing what tends to work and not work well within this particular educational context. Japanese educational culture is not exactly monolithic, but its prevailing tendencies are more pervasive than in other regions that have greater cultural diversity. Thus, classes can be designed to at first take advantage of what students already tend to be familiar with and do well in order to more quickly get them to a point where meaningful challenges emerge. Watching students successfully make this transition to a deeper lever of learning beyond their previous comfort zone gives me great pleasure as a teacher, and I think I am able to structure my courses in ways that at least the majority of the students feel that they have successfully crossed a bridge or two by the time it is over.


    I aim to incorporate user-friendly IT elements to a greater degree in my classes. For example, last year in one of my courses I began each class with a 5-point online quiz that students accessed with smartphones via a QR code. Beyond serving as a reminder and review of materials for the students, the results came to me in real time and so I could quickly see how familiar they were with the concepts I planned to teach and I could make lesson adjustments as needed based on this incoming data. I plan to expand use of this system. I am also planning to team up with a professor of Japanese in the U.S. so that our students can participate in a video exchange system (via an educational tool called Flipgrid) to increase authentic language use opportunities while also deepening cross-cultural exposure and ties.


    I design and manage a unique website for each class I teach. I also provide original learning materials, use online learning tools such as Google Classroom and Flipgrid, and invite student feedback through reaction papers and reaction videos.


社会貢献活動 【 表示 / 非表示

  • ひょうご講座の講演:「リタラシーの発展に応じた思考の変化」



    Lecture for the general public presented as part of the Hyogo Prefecture Academic Seminar Series (ひょうご講座) ,Kobe, Japan, October 2008

  • 社会人講座の発表:「アルファベットの発明がもたらしたもの」



    Lecture for the general public presented at The Institute for Language and Culture's Annual Open Lectures (社会人講座), Konan University, July 2007.

  • CALL教室での授業の有能性と可能性



    Lecture for teachers and students presented at The Institute for Language and Culture's Biannual Methodology and Curriculum Development Workshop (言語教授法・カリキュラム開発研究会), Konan University, November 2003.

  • 私の外国語学習法



    Panelist at The Institute for Language and Culture's Biannual Methodology and Curriculum Development Workshop (言語教授法・カリキュラム開発研究会), Konan University, July 2003.

  • アメリカ人の行動の心理的背景



    Lecture for the general public presented at The Institute for Language and Culture's Annual Open Lectures (社会人講座), Konan University, July 2003.

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提供可能な資源 【 表示 / 非表示

  • Educational website design

    Website design for: 1) learning materials; 2) class management; 3) program administration

おすすめURL 【 表示 / 非表示

  • Tom Mach's Online Desk


    My portal webpage that includes links to all of my educational websites.


学内活動 【 表示 / 非表示

  • 2011年9月

      English Division Chief (英語代表)   (全学委員会)