TOMOKO WATANABE

Last Updated :2024/12/02

Affiliations, Positions
Graduate School of Humanities and Social Sciences, Professor
E-mail
tomokowhiroshima-u.ac.jp

Basic Information

Academic Degrees

  • Doctor of Philosophy in Education, Hiroshima University
  • Master of Education, Hiroshima University

Research Fields

  • Humanities;Linguistics;Japanese language education

Research Keywords

  • Japanese|sssessment
  • syllabus
  • livelihood support
  • item analysis
  • Japanese acquisition
  • needs of learner
  • instruction　system
  • tlacement Test
  • lorpus of learner Japanese
  • community -based teaching Japanese as a second languege

Educational Activity

Course in Charge

  1. 2024, Liberal Arts Education Program1, 2Term, Peace Messages from "Kasumi Campus"
  2. 2024, Undergraduate Education, 1Term, Research Tutorial IIB
  3. 2024, Liberal Arts Education Program1, 1Term, Introductory Seminar for First-Year Students
  4. 2024, Undergraduate Education, 1Term, Fundamentals of Teaching Japanese as a Second Language
  5. 2024, Undergraduate Education, 1Term, Japanese Language Curriculum Design
  6. 2024, Undergraduate Education, 3Term, Evaluating Japanese Language Teaching and Learning and Japanese Language Tests
  7. 2024, Undergraduate Education, First Semester, Specific Study of Japanese as a Second Language I
  8. 2024, Undergraduate Education, Second Semester, Specific Study of Japanese as a Second Language II
  9. 2024, Undergraduate Education, Second Semester, Graduation Thesis
  10. 2024, Graduate Education (Doctoral Program) , First Semester, Research into Teaching Japanese as a Second Language
  11. 2024, Graduate Education (Doctoral Program) , Intensive, Project Research
  12. 2024, Graduate Education (Doctoral Program) , Second Semester, Research into Teaching Japanese as a Second Language
  13. 2024, Graduate Education (Doctoral Program) , Intensive, Project Research
  14. 2024, Graduate Education (Doctoral Program) , Second Semester, Teaching Practicum II
  15. 2024, Graduate Education (Master's Program) , 1Term, Research Methods and Ethics for Educational Sciences(Japanese Class) Students enrolled before AY 2023
  16. 2024, Graduate Education (Master's Program) , 1Term, Research Methods and Ethics for Educational Sciences(Japanese Class)Students enrolling in AY 2024 or later
  17. 2024, Graduate Education (Master's Program) , First Semester, Research Methods in Teaching Japanese as a Second Language
  18. 2024, Graduate Education (Master's Program) , Second Semester, Research Project on Teaching Japanese as a Second Language
  19. 2024, Graduate Education (Master's Program) , 3Term, Studies in Japanese Language Testing
  20. 2024, Graduate Education (Master's Program) , 4Term, Seminar on Japanese Language Testing
  21. 2024, Graduate Education (Master's Program) , First Semester, Practicum in Teaching Japanese as a Second Language
  22. 2024, Graduate Education (Master's Program) , Second Semester, Practicum in Teaching Japanese as a Foreign Language
  23. 2024, Graduate Education (Master's Program) , First Semester, Tutorial Seminar in Special Topics
  24. 2024, Graduate Education (Master's Program) , Second Semester, Tutorial Seminar in Special Topics
  25. 2024, Graduate Education (Doctoral Program) , First Semester, Research in Special Topics
  26. 2024, Graduate Education (Doctoral Program) , Second Semester, Research in Special Topics

Research Activities

Academic Papers

  1. ★, Development of Speed Reading Materials for Learners of Japanese, JOURNAL CAJLE, 25, 45-63, 20240724
    Repository URL
  2. ★, The integrated effects of extensive reading and speed reading on L2 Japanese learners' reading fluency, Journal of Extensive Reading, 10(1), 1-24, 20230130
    Repository URL
  3. Syokyuunihongoekyouzainogokurisuto, 199-228, 19990301
  4. What is Fluency? From the Evaluation of Japanese Native Speakers, 2(45), 397-402, 19990301
  5. Nihongokoutouunyounouryokuniokeruryuutyousa-Nihongobogowasyanoninshikiwotoosite-, 19990301
  6. Development and Problems on Evaluation Research, 2(48), 341-346, 20020301
  7. Considerations Japanese University Students show Intentionally in Conversation with Non- Native Speakers of Japanese, 2(51), 276-273, 20020301
  8. Evaluation Criteria for Japanese Oral Proficiency: Differences among Evaluator, 25(4), 11-18, 20030301
  9. Native speakers' Evaluation of Learners' Speech : A trial of developing a native speakers' evaluation scale, 2(52), 175-183, 20040301
  10. Nihongokoutouunyounouryokuhyoukanozyuuyoudonitaisurunihongobogowasyanoishiki-Kyoushikeikennoumuniyorusoui-, 121-131, 20040201
  11. An Opinion Poll on Japanese Native Speakers Towards the Evaluation of Learners’ Japanese Oral Proficiency: Difference in Contact Experience with Learners, 81-87, 20040301
  12. Nihongobogowasyahananinityuumokushitegakusyuusyanohatsuwawohyoukasurunoka, 76-93, 20040201
  13. Nihongogakusyuusyanohatsuwanitaisurunihongobogowasyanohyouka-Kyoubunsankouzoubunsekiniyoruhyoukakizyunnokaimei-, 94-105, 20040201
  14. Japanese Native Speakers’ Evaluation of Learners’ Oral Proficiency, 20040201
  15. What Factor Japanese Native Speakers Emphasize when Evaluating Learners’ Oral Proficiency: Difference in Teaching Experience, 96-105, 20040701
  16. Factors Affecting Positive and Negative Evaluation of Utterances: Japanese Native Speakers’ Evaluation of Learners’ Oral Proficiency, 77-81, 20040301
  17. Analysis of Japanese Language Teachers’ Behavioral Characteristics, 15-22, 20040301
  18. Nihongokyoushigasonaerubekishishitsu・zyoukennikansurukenkyuu-Minkannihongogakkounonihongoyouseikateisyuuryousyawotaisyoutoshite-, 7-18, 20040301
  19. Japanese Native Speakers’ Evaluation of Learners’ Utterances: Investigation into Evaluation Criteria by Structural Equation Modelling, 57-75, 20050401
  20. Empirical Research on the Behavioural Characteristics of Outstanding Japanese Language Teachers: From the Standpoint of University JFL Learners in New Zealand, 93-100, 20050301
  21. Japanese Native Speakers’ Evaluation of Learners’ Utterances: Difference from the Learners’ Language Level, 33-45, 20051201
  22. What are the Japanese Native Speaker’s Impressions of International Students’ Utterance: Investigation into the Criteria by Structural Equation Modeling, 97-104, 20051201
  23. ""Hatsuwawohikidashinikui, hikidashiyasuiro-rupureitoha?"", 138-144, 20060301
  24. Gakusyuusyagamotomerunihongokyoushinokoudoutokuseinokouseigainen, 94-105, 20060301
  25. Empirical Research on the Behavioural Characteristics of Outstanding Japanese Language Teachers: From the Standpoint of JFL Learners at the Secondary and Tertiary Levels in New Zealand, 29(1), 59-68, 20060601
  26. Development of a Japanese Language Course Web System, 39-47, 20061201
  27. Empirical Research on Characteristics of Behaviors of Outstanding Japanese Language Teachers towards Taiwanese University Students: The Case of Japanese Majors－, 67-76, 20070401
  28. Behavioral Characteristics of Outstanding Japanese Language Teachers Towards University Students in Five Countries of Asia ? Difference in Language Learning Experience, 1-8, 20071201
  29. Revising Japanese Language Course Web System, 29-36, 20071201
  30. Nihongokyoushinotamenode-tabunseki~Wakaranakutemoii? Toukeiyougo~, 6-11, 20080301
  31. Using Japanese Conversation Partner System in Japanese Language Classes, 23-31, 20081201
  32. A Study of Evaluation Factors for Fluency in Japanese, 11-18, 20081201
  33. ""Japanese Language Teachers in Taiwan’s Judgement of Behavioral Characteristics of Outstanding Japanese Language Teachers: Difference by Age, Gender and Language Teaching Experience"", 105-124, 20090401
  34. How Japanese Language Teachers should be According to Taiwanese Undergraduates Request ? Difference Between Japanese Major and Non-Japanese Major－, 1-23, 20090701
  35. Gakkounihongokyouikuniokerunihongokyousigakanngaerunihongokyoushizou-Aziatooseaniatiikiwotaisyouni-, 58-81, 20090301
  36. Nihongokyouinyouseiseidonokokusaityousa, 82-130, 20090301
  37. Development of an Online Japanese Placement Test, 107-117, 20101201
  38. Analysis of the Japanese Language Placement Test Using R: Based on the Classical Test Analysis, 25-32, 20120301
  39. An Analysis of the Japanese Listening Placement Test, 125-131, 20121201
  40. Refining of the Japanese Grammar Placement Test, 2(61), 239-244, 20121201
  41. Second Language Acquistion and Language Assessment: Intoroduction, Acquisition of Japanese as a Second Language, 18, 5-10, 201512
  42. Assessing Extensive Reading in Japanese: Current Issues and Future Directions, Acquisition of Japanese as a Second Language, 18, 32-51, 201512
  43. ★, Examining the Revised Placement Test Using the Rasch Model, Japanese journal for research on testing, 11(1), 99-109, 201509
  44. ★, Japanese as a Second Language Assessment in Japan: Current Issues and Future Directions, LANGUAGE ASSESSMENT QUARTERLY, 14(3), 192-212, 2017
    Link to Paper Search Results by DOI
  45. A Support System to Generate Kanji Reading and Writing Exercises for Learners of the Japanese Language, STI-Gigaku 2020, STI-4-1, 23

Publications such as books

  1. 2017/03/17, Computer Assisted Autonomous Japanese language learning, Assessment and Testing, 2017, 3, Others, Single work

Invited Lecture, Oral Presentation, Poster Presentation

  1. A System to Generate Kanji Reading and Writing Questions for Learners of the Japanese Language, Toshiki Aisaka, Yoko Nakajima, Hirotoshi Honma, Tomoko Watanabe, The 41st JSST Annual International Conference on Simulation Technology, 2022/09/01, Without Invitation, English
  2. A System to Generate Kanji Reading and Writing Questions for Learners of the Japanese Language, Toshiki Aisaka, Yoko Nakajima, Hirotoshi Honma, Takashi Yukawa, Tomoko Watanabe, The 7th International Conference on Science of Technology Innovation, 2022/11/18, Without Invitation, English
  3. Assessing Extensive Reading in Japanese: Current Issues and Future Directions, the Third Extensive Reading World Congress, 2015/09/20, Without Invitation, English, Dubai Men’s College
  4. Development of a Reading Fluency Measurement Tool - Examination of Japanese-language Texts and Content Comprehension Problems at the Elementary Completion Level -, Tomoko Watanabe Eri Banno Mitsue Tabata-Sandom, 2017/09/02, Without Invitation, Japanese, published
  5. Extensive Reading Practice in Japanese Language Class – A Case Study of Pula University –, Riho Morishige & Tomoko Watanabe, International Symposium: Japanese Language and Culture Education in Southeastern Europe, 2017/01, Without Invitation, Japanese
  6. Development of reading fluency measurement tools: Examining upper-elementary and intermediate Japanese texts and comprehension questions, Tomoko Watanabe, The front line of Japanese language education: a national symposium for Japanese language educators at university level in New Zealand, 2018/09/12, With Invitation, English, This presentation reports the processes involved in the development of reading fluency measurement tools targeting upper-elementary- and intermediate-level learners of Japanese (L2 Japanese learners), which can also be used for assessment of Extensive Reading and Speed Reading training, and as Speed Reading teaching materials. The tool targeting upper-elementary-level learners consists of ten elementary-level texts. Each text contains ten comprehension questions about each text. The development process was conducted within the socio-cognitive framework (O’Sullivan & Weir, 2011; Weir, 2005). That is, the tool was examined in terms of context validity, cognitive validity, and scoring validity. First, ten texts and 13 comprehension questions for each text were constructed. In this presentation, the online tool used for the development process and its method of usage are demonstrated. Next, after the first data collection involving 522 L2 Japanese learners, the 13 questions were narrowed down to ten. Then, after the second data collection involving 35 L2 Japanese learners, the degree of difficulty of the 10 questions and the texts, and the reading speed, were examined. The findings from the second data collection with 35 learners revealed that one text was somewhat more difficult than the others and so it was replaced by a new text. The development process of the intermediate-level tool has been conducted following the same procedures. At present, ten texts and 13 comprehension questions for each text have been constructed. This presentation reports on a qualitative analysis of the development process of the intermediate-level tool. Through analysing the measurement tool development process both quantitatively and qualitatively, and reporting the findings to the audience, I would like to share the method of developing a reading fluency measurement tool with high validity for both texts and accompanying comprehension questions. Lastly, future directions of research into L2 Japanese reading fluency will be discussed. O’Sullivan, B., & Weir, C. J. (2011). Test development and validation. In B. O’Sullivan (Ed.), Language testing: Theories and practices (pp. 13-32). Basingstoke: Palgrave. Weir, C. (2005) Language testing and validation: An evidence-based approach. Basingstoke: Palgrave Macmillan.

External Funds

Acceptance Results of Competitive Funds

  1. 2016/04/01, 2019/03/31
  2. 2016/04/01, 2019/03/31
  3. 2016/04/01, 2021/03/31
  4. 2014/04/01, 2015/03/31