(最終更新日:2017-02-27 14:55:06)
  ホイ キース チャールズ   Keith Charles Hoy
  Keith Charles Hoy
   所属   広島修道大学  国際コミュニティ学部
   職種   教授
■ 現在の専門分野
●専門分野
●キーワード
Global Education / Multicultural Education / Intercultural Communications 
●主な研究テーマ
●共同研究・研究相談が可能な内容
■ 著書・論文歴
1. 論文  Exploring the Power Dynamics within an EMI Content Based Course in Japan: A Case Study (単著) 2017/12
2. 論文  Navigating the Power Dynamics: A Community of Practice in Action (単著) 2016/12
3. 論文  A Syntactic Analysis of L2 Writing Errors: A Case Study (単著) 2015/12
4. 論文  Assessing changes in student attitudes,beliefs and motivation towards English and language learning: A case study of students in 1st year General English classes at Suzugamine Women's College (共著) 2014/12
5. 論文  Assessing student attitudes, beliefs and motivation towards
English and language learning: A case study of students in 1st year General English classes at Suzugamine Women's College (共著) 2013/12
■ 学会発表
1. 2017/11/20 Finding Common Purpose in a Community of Practice(2017 JALT International Conference-Tsukuba)
2. 2017/11/05 Finding Common Purpose in a Community of Practice(Hiroshima JALT chapter)
3. 2017/08/26 Combining CLIL and ELF in Multicultural Project courses for Mixed L1 Students: Current Practice and Student Perceptions(JACET 44th summer seminar 2017)
4. 2017/06/29 The Challenges surrounding classroom diversity at Japanese universities: Finding common ground through a Community of Practice(Canada International Conference on Education (CICE-2017))
5. 2017/06/10 Navigating the Power Dynamics: Finding common ground through a Community of Practice.(4th Annual Conference on Global Higher Education at Lakeland University Japan-Tokyo)
■ 授業科目
1. Introduction to Public Speaking
2. Multicultural Project (Contemporary Issues)
3. グローバル特講Ⅲ
4. 英語リーディングⅢ
5. 英語リーディングⅣ
全件表示(8件)
■ 社会における活動
1. 2017/07~2017/07 Lecture on study abroad at UBC
■ 教育に関する発表
1. 2017/11
“Finding Common Purpose in a Community or Practice”
JALT national convention
43rd International JALT convention
単著・共著の別:共同
Keith Hoy, Jana Townsend and Daniel James
2. 2017/11
“Finding Common Purpose in a Community or Practice”
Hiroshima-JALT chapter
Hiroshima JALT preview session
単著・共著の別:共同
Keith Hoy, Jana Townsend and Daniel James
3. 2017/08
Combining CLIL and ELF in Multicultural Project courses for Mixed L1 Students: Current Practice and Student Perceptions
JACET
JACET 44th summer seminar 2017
単著・共著の別:共同
Mitsuko Takei, Jana Townsend, Daniel James and Keith Hoy
4. 2017/06
The Challenges surrounding classroom diversity at Japanese universities: Finding common ground through a Community of Practice
Infonomics Society
Canada International Conference on Education (CICE-2017)
単著・共著の別:単独
Keith Hoy
5. 2017/06
"Navigating the Power Dynamics: Finding Common Ground through a Community of Practice"
Lakeland University-Japan
The 4th Annual Conference on Global Higher Education, Lakeland University
単著・共著の別:単独
Keith Hoy
■ 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
My teaching policy, plan and evaluative criteria for the courses below matched with what was actually stated in the syllabus: MCP(Contemporary Issues)-This discussion-based course was for intermediate-high level Shudo students and international students. 英語リスニングⅢ and Ⅳ-This course was for low-intermediate level students who need to practice their listening skills. 英語圏留学入門-This was a short-term course for student who were interested in studying in North America. Speaking Ⅲ and IV-This course was for high-level students who need to practice their conversational skills. 異文化英語研究Ⅲ-This intercultural communications course was for students who were about to take part in overseas study programs in America or New Zealand. 総合英語 I and II-This course was designed to motivate low-level students to practice using English in a more active and communicative manner. Reading and Writing Ⅲ and IV-The emphasis of this course was to give intermediate-high level students familiarity on how to write effective paragraphs and essays.
●2.(1)教育内容・方法の工夫
I improved the instructional quality of my classes in 4 ways: 1.) I attended and presented at local, national and international conferences during 2017 (please refer to my last 5 presentations in the next section). It was at these conferences that I could explore and share information about the latest issues, approaches and techniques related to language learning and teaching; 2.) I had my 総合英語Ⅱclass observed by a teaching colleague on December 7, 2017 (29年12月7日) at Shudo. The observer gave me a lot of useful techniques on how I could make the class even more interactive and communicative. I followed-up on his suggestions and used them in my following classes with these students; 3.) I took part as an instructor in the Hiroshima Shudo Spring Camp from February 26-March 2, 2018 (広島修道大学 春の英語キャンプ-平成30年2月26日-3月2日). Like last year it was great to work collaboratively with a team of other instructors in terms of teaching English activities (ie. songs, games and skits) to the students of Shudo University. It was also informative to have a chance to observe other teacher's instructional styles as it related to these same students; 4.) I was a team member in creating the English entrance exams at Shudo (平成29年4月-平成30年2). It was a great chance to collaborate with Japanese teachers as it related to the reading and vocabulary abilities of those students applying for Shudo.
●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 carried out formal evaluations in 1 class over 2 semesters. The first class was 英語リスニングⅢ in semester 1 and 英語リスニングⅣ in semester 2. Comparing the results between semester 1 and 2, I noticed that in semester 1, one student made a comment that I had a bias towards those students who spoke up more in class. So in semester 2, I made an concious effort not to show this bias and as it turns out, it was not a major issue that this student brought up in semester 2. In semester 1, I noticed that not as many students felt that the listening assignments helped deepen their understanding of the content so in semester 2, I supplemented the listening with written transcripts of the dialogues so the students could actually see what they were listening to. In addition, I staggered the listening assignments more evenly in semester 2 which gave my students more time to do the homework. These changes resulted in more favorable comments in terms of students getting a deeper understanding of the content.
●5.授業公開の実施及び授業公開の参観状況
I opened my 総合英語Ⅱclass up for observation and it was observed by a teaching colleague on December 7, 2017 (29年12月7日) at Shudo. The observer gave me a lot of useful techniques on how I could make my class even more interactive and communicative. It was great to get his perspective as an oberver-participant and I definitely followed-up on his suggestions and used them in my subsequent classes with these students.
●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 offered guidance to Shudo students on 4 main occassions: 1.) During an April 3 orientation session (平成29年4月3日), I gave a presentation for Global Course students who were accepted into the program. In my presentation, I focused on strategies that successful global learners and communicators use during their time at Shudo; 2.) I was a seminar advisor for 2 overseas study programs in the US. They were the PIA-summer session on June 21,28, July 11, August 2 and September 21 (平成29年6月21日, 28日,7月11日, 8月2日and 9月21日) as well as Arizona State University-spring session on October 30, November 20, December 11, January 15, 26 and March 27 (平成29年10月30日,11月20日, 12月11日,平成30年1月15日,26日and 3月27日); 3.) On December 17, 2018 (平成29年12月17日) I was responsible for giving a presentation about the Global Course program to the Nyugaku-Junbi-Gakushu students for the 2018-19 academic year; 4.) I was also involved in the Hiroshima Shudo Spring Camp from February 26-March 2, 2018 (広島修道大学 春の英語キャンプ-平成30年2月26日-3月2日). It was during this camp that I had to give advise for students who were thinking about studying overseas; 5.) I did a follow-up session with those Shudo students who did an overseas study program in America and New Zealand (平成30年2月15日). During this session I asked them how they grew as individuals during their time away from Japan and how they would use these positive changes for future action in their lives back in Hiroshima.