Publications

Some publications below are available for quick and free download (even without an 'academia' account). Just follow the links below and click on the 'QUICK DOWNLOAD' links in the abstract sections of each paper (on Robert Stroud's profile page).

Books:

Stroud, R. & Harris, S (2023). SMART Communication 3 (3rd edition). SMART Class Series.

Stroud, R. & Harris, S (2023). SMART Communication 2 (3rd edition). SMART Class Series.

Stroud, R. & Harris, S (2023). SMART Communication 1 (3rd edition). SMART Class Series.

Stroud, R. (2021). Performance Goal-Setting and Feedback for Second Language Tasks: An Empirical Study of TBLT Group Discussions. GRIN Verlag.

Stroud, R. (2015). Email Writing Skills: Beginner Level. Kwansei Gakuin University Publishers.

Magazine Articles:

Stroud, R. (2025, May 31st). The AI Balancing Act: Fostering Growth or Fueling Dependency? Eduverse Special Issue, 18-21.

https://www.proed.com.vn/eduverse-newsletter

Stroud, R. (2025, March 1st). Me, Myself and AI: How is Student Thinking Evolving? The English Connection, 29(1), 19-21.

https://koreatesol.org/content/tec-spring-2025-issue-now-online

Journal Publications:

Stroud, R. & Du, J (2025). Student acceptance of ChatGPT in higher education: A mixed-method study of attitudes, intentions, and concerns. Journal of Applied Learning & Teaching, 8(2), 1-14.

Stroud, R. (2024). Assessing the Impact of ChatGPT on Learner Classroom Engagement: Welcomed Guest or Unwanted Pest? The Hosei University Economics Review, 3, 53-74.

Stroud, R. (2024). Student-Directed Language Learning with ChatGPT: Preferences from within Japanese University Classrooms. In Y. Wang & M. S. Cárdenas Claros (Eds.), Proceedings of the XXIInd International CALL Research Conference, 2024 (pp. 267–273), Castledown.

Stroud, R. (2023). Using inner speech checklists to nurture L2 discussion task fluency: Reactions from within Japanese university classrooms, Journal of Silence Studies in Education, 3(1), 33-44.

Stroud, R. & Harris, S. (2022). Improving Classroom Speeches with a Scaffolded Three-Stage Model. The PanSig Journal 2021, 14-22.

Stroud, R. (2022). Engaging Japanese University Students in Online Project-Based Learning. The Hosei University Economics Forum, 38, 1-26.

Stroud, R. (2020). Technology for Engaging Learners in Online Intercultural Exchange. Proceedings of 181st ISERD International Conference, London, United Kingdom, 07th -08th March

Stroud, R. (2019). The effects of strategic planning and rehearsal on second language group discussion task performance, The Language Learning Journal, 2-14.

Stroud, R. (2019). The Use of Technology to Support Theories of Learner Engagement. In Proceedings of the 2019 8th International Conference on Educational and Information Technology (pp. 137-140). ACM.

Stroud, R. (2018). An Analysis of Goals Driving the Development of English Conversation Skills among Japanese University Students. The Hosei University Economics Review, 2, 67-85.

Stroud, R. (2017). The impact of task performance scoring and tracking on second language engagement, System, 69, 121-132.

Stroud, R. (2017). Second Language Group Discussion Participation: A Closer Examination of 'Barriers' and 'Boosts'. Proceedings of the International Conference on Education and Learning (ICEL) 2017, Vol. 1, pp. 40-56.

Stroud, R. (2016). Learner and Instructor Perspectives of Group Oral Discussion Task Performance. Kwansei Gakuin University Humanities Review, 20, 245-258.

Stroud, R. (2015). An examination of student preferences for pre-discussion planning. In P. Clements, A. Krause, & H. Brown (Eds.), JALT2014 Conference Proceedings. Tokyo: JALT, 184-192.

Stroud, R. (2015). Learner Classroom Engagement: Definition, Measurement and Data Usage, Asian Conference on Psychology and the Behavioral Sciences Official Conference Proceedings 2015, 113-125.

Stroud, R. (2014). Assessing Student Engagement in Tasks. Kwansei Gakuin University Humanities Review, 19, 93-105.

Stroud, R. (2014). Student engagement in learning vocabulary with CALL. In S. Jager, L. Bradley, E. J. Meima, & S. Thouësny (Eds), CALL Design: Principles and Practice; Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands (pp. 340-344).

Stroud, R. (2014). Investigating Student Group Discussion Participation. In N. Sonda & A. Krause (Eds.), JALT2013 Conference Proceedings. Tokyo: JALT, 404-412.

Stroud, R. (2013). Power Sharing in the Asian TBL Classroom: Switching from Teacher to Facilitator. OnTask, 3(2), 4-10.

Stroud, R. (2013). Increasing And Maintaining Student Engagement During TBL. Asian EFL Journal, 59, 28-57.

Stroud, R. (2013). The Laughing EFL Classroom: Potential Benefits and Barriers. English Language Teaching, 6(10), 72-85.

Stroud, R. (2013). Task based learning challenges In high schools: What makes students accept or reject tasks? The Language Teacher, 37(2), 21-28.

Stroud, R. (2013). Utilizing Existing Classroom Technology to Enhance Student Engagement. Kwansei Gakuin University Humanities Review, 18, 35-47.

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