(最終更新日:2017-10-16 16:16:40)
  エルミタヘル ホーサム   Elmetaher Hosam
  Hosam Elmetaher
   所属   広島修道大学  法学部
   職種   外国語契約教員(講師)
■ オフィスアワー
Monday, 4th period.
Thursday 2nd, 3rd, and 4th periods.
Friday, 4th period.
or by appointment
■ 現在の専門分野
●専門分野
●キーワード
●主な研究テーマ
●共同研究・研究相談が可能な内容
■ 学歴
1. 2017/04~ 広島大学 博士課程
■ 著書・論文歴
1. 著書  Fast Track: Reading (単著) 2016/12 Link
2. 著書  TOEFL® ITP Test: Listening, Grammar & Reading (単著) 2017/02 Link
3. 著書  TOEIC® Test: Listening & Reading (単著) 2017/09 Link
4. 論文  Research Teaching Pedagogy: Lessons Learned From an Arabic Language Intervention Pilot Study. (共著) 2012/09 Link
5. 論文  Quantitative Case Study of University Students’ Attitudes towards Hospitality English (単著) 2012
■ 授業科目
1. Active English Ⅱ
2. Active English Ⅳ
3. Active English Ⅵ
4. Active English Ⅷ
5. アクティブ・イングリッシュⅠ
全件表示(20件)
■ 社会における活動
1. 2016/10~ TOEIC test
■ 教育に関する発表
1. 2015/08
Advanced English for Hotel Staff Project Workshop
Ubon Ratchathani University, Ubon Ratchathani, Thailand
単著・共著の別:単独
Hosam ELMETAHER
2. 2015/06
Developing an Intensive TOEFL Curriculum Workshop
Center for Language Education, Ritsumeikan Asia Pacific University, Oita, Japan
単著・共著の別:単独
Hosam ELMETAHER
3. 2014/05
Semantic Memory Workshop
The Japan Association for Language Teaching (JALT), Fukuouka, Japan
単著・共著の別:単独
Hosam ELMETAHER
4. 2012/10
Understanding our Students' Memories Workshop
Center for Language Education, Ritsumeikan Asia Pacific University, Oita, Japan
単著・共著の別:単独
Hosam ELMETAHER
5. 2012/06
Teaching English as a Foreign Language Worksop
The office of Ubon Ratchathani Primary Education Service, Ubon Ratchathani, Thailand
単著・共著の別:単独
Hosam ELMETAHER
全件表示(6件)
■ 開発した教材、教科書、参考書
1. 2016/12
Fast Track: Reading
Amazon
単著・共著の別:単著
2. 2017/02
TOEFL ® ITP TEST: Listening, Grammar & Reading
Amazon
単著・共著の別:単著
■ 改善への取り組み
前年度の点検・評価項目
●①授業の方針や授業計画と実際の授業の内容及び授業目標の達成度
I always create very detailed and clear syllabus for each class, which I always address during the first 10 to 15 minutes of the first class. This helps to make sure that students understand the class requirements, content, and expectations. All of my classes are being taught solely in English, with lots of interactive activities. The attendance policy is been clearly and strictly announced and implemented. Students are always well-informed of both their attendance and academic progress, which include their participation in class, weekly homework, quizzes, and tasks. My classes are always completely within the designed course syllabus and planned objectives.
●②A 教育内容・方法の工夫
As indicated earlier, I am currently enrolled in the PhD program with focus on “Active Learning”. I have also attended various professional development meetings/workshops inside and outside the university. I am consistently creating, developing, and adjusting teaching materials for all of my classes. I have self-published two textbooks so far: one for reading and the other for TOEFL ITP.
●④学生による本学の授業評価アンケートの実施、分析、結果の活用状況
I have requested students’ evaluation in all of my classes. The evaluation results are carefully read and seriously considered. During the semester, I also conducted individual conferences with the students, as well as free talk activities where students could reflect on their learning experience and provide any feedback they might have. I also was available during my weekly office hours and through emails to answer their inquiries and concerns. For the current semester, however, I ask students, to reflect on their learning experience at the last 5 minutes of each class by writing down their thoughts.
●⑤授業公開の実施及び授業公開の参観状況
My classes are always open for colleagues and visitors. I also had a weekly meeting with my colleagues, mainly during the lunch time or early in the morning, or even during the social events, to share what we covered in our classes, challenges, materials, and ideas. This was more like a weekly class observation. I also have recently submitted the “open class” form to open my classes for the community to attend and comment upon.
●⑥学生からの勉学(単位僅少学生への対応など)、生活、進路・就職などの相談への対応
I used my 10 office hours to offer students’ academic help and professional guidance. I also was in touch with many students through emails to answer their various academic questions. In informal way, I had lots of meetings with students on campus, during lunch time, the breaks between classes, or even in some of the students’ activities to talk about their future careers, studies, or even study abroad programs. On voluntary basis, I helped many students with the TOEIC test to obtain the necessary score for their job hunting.
●⑧学生の課外活動に対する支援(本学のサークルの部長・顧問としての活動)
Many students have approached me for English editing help for their extracurricular activities, which I happily accepted. I am also trying to attend some of the students’ extracurricular activities, whenever it is possible.