NAME
Yoshitaka KATO
EDUCATION
Ph.D., Human and Environmental Studies, Kyoto University (2017)
M.A., Human and Environmental Studies, Kyoto University (2013)
B.A., Education, Hiroshima University (2011)
ACADEMIC APPOINTMENTS
Associate Professor, School of Foreign Languages, Nagoya University of Foreign Studies, Japan (2024.4–)
Associate Professor, School of General Education, Chubu University, Japan (2022.4–2024.3)
Visiting Academic, School of Education, the University of Leeds, UK (2019.4–2020.3)
Lecturer, Global Education Center, Chubu University, Japan (2015.5–2022.3)
SELECTED JOURNAL ARTICLES (written in English)
Kato, Y. (2023). Puzzles in exploratory practice: The role of why questions. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688231220447 [open access]
Kato, Y., & Hanks, J. (2022). Learner-initiated exploratory practice: Revisiting curiosity. ELT Journal, 76(4), 421–431. https//doi.org/10.1093/elt/ccab039 [This paper was selected as an Editor's Choice article, which can be downloaded freely.]
Kato, Y. (2022). Cooperative or collaborative: How does the division of labor influence learner–learner interactions? JACET Journal, 66, 57–74. https://doi.org/10.32234/jacetjournal.66.0_57 [open access]
Kato, Y. (2016). What do we want small group activities for? Voices from EFL teachers in Japan. TESL-EJ, 19(4), 1–15. http://www.tesl-ej.org/wordpress/issues/volume19/ej76/ej76a2/ [open access]
Kato, Y. (2016). Transcription and proof-listening: Investigating effective speech reflection. JACET International Convention Selected Papers, 2, 24–40. https://www.jacet.org/publication/selected-papers/past-issues/ [open access]
Kato, Y., Bolstad, F., & Watari, H. (2015). Cooperative and collaborative learning in the language classroom. The Language Teacher 39(2), 22–26. https://jalt-publications.org/tlt/articles/4370-cooperative-and-collaborative-learning-language-classroom [open access]
BOOK CHAPTERS (written in English)
Kato, Y., & Dalsky, D. (2019). Interaction in the language classroom: A systems approach. In A, Tajino (Ed.), A systems approach to language pedagogy (pp. 121–132). Singapore: Springer Nature.
Kato, Y., Watari, H., & Bolstad, F. (2018). Voices from “practitioners”: A collaborative exploration of MAP grammar in an EFL classroom. In A. Tajino (Ed.), A new approach to English pedagogical grammar: The order of meanings (pp. 160–171). Oxford: Routledge.
SELECTED CONFERENCE PRESENTATIONS (presented in English)
Kato, Y. (2023). Eliciting puzzles from language learners in inclusive practitioner research: A design research approach. Paper presented at AILA 60th Anniversary World Congress Lyon 2023, hybrid (Lyon, France).
Kato, Y. (2021). Why should puzzles be 'why' questions? Puzzling about Exploratory Practice with language learners. Paper presented at the AILA World Congress 2021, online.
Kato, Y. (2019). Cooperative or collaborative: Exploring the influence of task type on learner–learner interaction. Paper presented at the 52nd BAAL Conference, Manchester, UK.
Kato, Y., et al. (2019). Materials development for TBLT in an EFL setting: Challenges and possibilities. Paper presented at the 8th International Conference on TBLT, Ottawa, Canada.
Kato, Y. (2019). Learner-initiated Exploratory Practice: Is it feasible in Japan? Paper presented at BAAL-Cambridge University Press Seminar, Leeds, UK.
Kato, Y. (2018). Building rapport in the language classroom: A focus on reaction paper. Paper presented at the 1st JACET Summer (45th) and English Education (6th) Joint Seminar, Kyoto, Japan.
Kato, Y. (2017). “Collaboration” in the language classroom: Resolving the possible misunderstandings. Paper presented at the 29th Annual Chapter Conference of JACET Kyushu-Okinawa Chapter, Miyazaki, Japan.
Kato, Y. (2017). Implementing an input-based task for low-proficiency EFL learners: How can we scaffold their performance? Paper presented at the 7th International Conference on TBLT, Barcelona, Spain.
Kato, Y. (2014). Helping learners to improve their speaking skills: How should we encourage them to reflect on their own speech? Paper presented at the JACET 53rd International Convention, Hiroshima, Japan.
Takahashi, S., Kanamaru, T., Kato, Y., & Tajino, A. (2014). Can learner autonomy be enhanced by authentic materials?: Suggestions from the use of Kyoto-U OpenCourseWare. Paper presented at the AILA World Congress 2014, Brisbane, Australia.
Kato, Y. (2014). Effects of task repetition on speaking fluency, accuracy and complexity in an EFL setting: Does the task content matter? Paper presented at the 2nd TBL in Asia Conference, Osaka, Japan.
COURSEBOOKS
Tajino, A., Maswana, S., Kato, Y., Watari, H., & Yamada, H. (2020). A Guide to English Academic Writing for Beginners. Tokyo: Asahi Press.
Imamura, H., Noda, K., Nishimura, S., Kato, Y., King, G.A., Laurence, D., & Wistner, B. (2018). Eiken Grade 2 Master Course. Tokyo, Japan: Kinseido.
Tajino, A., Ishii, Y., Kato, Y., & Nakagawa, H. (2018). Welcome to NIPPON!: Building International Friendships, Tokyo: Asahi Press.
RESEARCH GRANTS
2020-04-01—2023-03-31 Grant-in-Aid for Early-Career Scientists
OTHERS
Nicoll, H., & Kato, Y. (2019). Exploring Practitioner Research with Yoshitaka Kato. Learning Learning, 26(2), 36–41. http://ld-sig.org/learning-learning/26-2/
AWARDS
The 53rd JACET Best Student Presentation Award (2014, August)
The 54th JACET Best Student Paper Award (2015, August)
JACET Distinguished Research Award (2020, August)
COURSES TAUGHT
Academic Reading (English)
Academic Writing (English)
English Skills I, II, III, IV
English for Qualification
PROFESSIONAL MEMBERSHIPS
Japan Association of College English Teachers (JACET)
Japan Society of English Language Education (JASELE)
Japan Association for Language Education & Technology (LET)
Japan Association for the Study of Cooperation in Education (JASCE)
British Association for Applied Linguistics (BAAL)