Kato, Y., & Hanks, J. (2022). Learner-initiated exploratory practice: Revisiting curiosity. ELT Journal, 76(4), 421–431. https://doi.org/10.1093/elt/ccab039
Kato, Y. (2023). Puzzles in exploratory practice: The role of why questions. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688231220447
FIPR website
Kato, Y., Bolstad, F., & Watari, H. (2015). Cooperative and collaborative learning in the language classroom. The Language Teacher, 39(2), 22–26.
Kato, Y. (2016). What do we want small group activities for? Voices from EFL teachers in Japan. TESL-EJ, 19(4), 1–15.
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. (2022). Cooperative or collaborative: How does the division of labor influence learner–learner interactions? JACET Journal, 66, 57–74.
渡寛法・細越響子・加藤由崇・金丸敏幸・髙橋幸・田地野彰. (2012).「母語を活用した英語指導―高校の英作文授業における「意味順」の効果検証」『Studies in English Teaching and Learning in East Asia』 大学英語教育学会SIG東アジア英語教育研究会, 4, 33–49.
加藤由崇. (2021).「英語に苦手意識を抱く大学生を対象とした『意味順』指導―学習・指導を支える拠り所」 田地野彰(編)『明日の授業に活かす「意味順」英語指導―理論的背景と授業実践』(pp. 263–286)ひつじ書房.
加藤由崇. (2023).「『意味順』で英文法を捉え直す機会を―大学での授業実践―」『英語教育11月号』大修館書店.