Caleb PRICHARD プリチャード ケイレブ
Associate Professor Office: C406 E-mail : prichard [at] okayama-u.ac.jp
M.A. TESOL (2001) Portland State University
B.A. History (1997) University of Oregon
Prichard, C., & Rucynski, J. (2019). L2 learners’ ability to detect satirical news and the effect of humor competency training. TESOL Journal. https://doi.org/10.1002/tesj.366
Prichard, C., & Atkins, A. (2018). L2 readers’ global processing and selective attention: An eye tracking study. TESOL Quarterly, 52(2), 445-456.
Prichard, C., & Atkins, A. (2016). Evaluating L2 readers’ previewing strategies using eye tracking. The Reading Matrix, 16(2), 110-130. (text)
Prichard, C., & Moore, J. (2016). The balance of teacher autonomy and top-down coordination in ESOL programs. TESOL Quarterly, 50(1), 190-201. (text)
Prichard, C., & Moore, J. (2016). Coordination, teacher autonomy, and collaboration in EFL programs in Japanese higher education. JALT Journal, 38(2).
Prichard, C., & Moore, J. (2016). Variables influencing teacher autonomy, administrative coordination, and collaboration. Journal of Educational Administration, 54(1), 58-74. (text)
Prichard, C., & Ferreira, D. (2014). The effects of poster presentations and class presentations on low-proficiency learners. TESOL Journal, 5(1), 172-185.
Prichard, C. (2013). Using social networking sites as a platform for L2 learning. TESOL Journal, 4(4), 752-758.
Prichard, C. (2013). Training L2 learners to use Facebook appropriately and effectively. CALICO Journal, 30(2), 115-128.
Prichard, C., & Matsumoto, Y. (2011). The effect of lexical coverage and dictionary use on L2 reading comprehension. The Reading Matrix, 11(3), 207-225.
Prichard, C. (2010). Using social bookmark sites for independent reading projects. JALT CALL Journal, 6(2), 115-128.
Prichard, C. (2008). Evaluating L2 readers’ vocabulary strategies and dictionary use. Reading in a Foreign Language, 20(2), 216-231.
Prichard, C. (2008). Publishing L2 learners’ writing on sites with user-generated content: Analyzing the potential audience. JALT CALL Journal, 4(1), 30-39.
Prichard, C., Yamamoto, A., & Pellicano, G. (2008). Defining and measuring selective dictionary use among L2 readers. JALT2007 Conference Proceedings, 726-735.
Prichard, C. (2006). Determining the balance between teacher autonomy and curriculum coordination. The Language Teacher, 30(6).
Prichard, C. (2004). Enabling English students to be active participants in discussions. JALT 2003 Proceedings, 104-111.
Prichard, C. (2003). Teaching students to be active in conversation. ORTESOL Journal, 21, 67-74.
Prichard, C. (2002). Team teaching in EFL settings. TESOL Journal, 11(1), 48.
Prichard, C. (2018). Fake news for understanding for recognizing satire & developing media literacy. In Rucynski., J. New Ways of Teaching with Humor. Alexandria, VA: TESOL Press.
Prichard, C. (2018). Understanding sarcasm through memes. In Rucynski., J. New Ways of Teaching with Humor. Alexandria, VA: TESOL Press.
Prichard, C. (2007). Using Google to estimate the frequency of lexical phrases. In Davidson, P., Coombe, C., Lloyd, D. & Palfreyman, D. (Eds.), Teaching and Learning Vocabulary in Another Language. Dubai: TESOL Arabia.
Prichard, C., & Fast, T. (2015). Why the “silent Finns” have the loudest classrooms and implications for Japanese universities. 大学教育研究紀要, 11.
Prichard, C. (2015). A series of studies on balancing administrative coordination and teacher autonomy. TESOL PAIS Newsletter. (link)
Prichard, C. (2014). Reading strategy use of low- and high-proficiency learners and the effect of reading instruction. 大学教育研究紀要, 10.
Fast, T., Morioka, A., Prichard, C., & Rucynski, J. (2014). Critical thinking and learning commons: Initial observations and possible applications. 大学教育研究紀要, 10.
Prichard, C. (2013). Okayama University LEC English Program evaluation plan and pretest results. 大学教育研究紀要, 9, 181-194.
Prichard, C. (2007). The dictionary use of Japanese students while reading, Ferris Jo Gakuin Daigaku Eibun Gakkai Kaishi, 40.
Prichard, C. & Phillips, E. (2005). Initial steps of the KGU IEP curriculum Renewal project, Kwansei Gakuin Language Center Annual Research Report, 8.
Prichard, C. (2005). Aiming to increase NNSs’ participation in discussions with NSs, TESOL IEP Newsletter, 25(2).
Prichard, C. (2004). Japanese reticence in discussions with native speakers, Kwansei Gakuin Language Center Annual Research Report, 7, 2004.
Prichard, C. (2001). Training language learners to be active in conversation. ERIC Documents, 1-108.
“Analyzing Participants’ Online Research Skills Using Multimodal Approaches” – Professionals & Research in Applied Linguistics (PRELA 2019), Lyon, France.
“The Methodological Challenge of Incorporating Humor Competency Training into the English Language Teaching Curriculum: Case Study of English Satirical News” – Professionals & Research in Applied Linguistics (PRELA 2019), Lyon, France (with J. Rucynski).
“Training Learners of English to Recognize Verbal Irony” – American Association of Applied Linguistics 2019, Atlanta GA, USA (with J. Rucynski)
“The Efficacy of Humor Competency Training in Second and Foreign Language Teaching” – American Association of Applied Linguistics 2019, Atlanta GA, (with J. Rucynski)
“Global Reading Strategies and Selective Attention” – International Congress of Linguists 2018, Cape Town, South Africa.
“Exploring Selective Attention of L2 Readers through Eye Tracking” – Language in Focus 2018, Thessaloiki, Greece.
“Detecting Satirical News: A New Competency for English Language Learners in our Digitalized World” – Association for Teacher Education in Europe Annual Conference, Dubrovnik, Croatia (with J. Rucynski)
“Selective Attention of Second Language Readers” – European Conference of Eye Movements, Wuppertal, Germany (with A. Atkins)
“Detecting Online Satirical News: New Competency in the Digital World” – AsiaTEFL Conference, Yogyakarta, Indonesia (with J. Rucynski)
“Building Bridges through Collaborative Projects between Japanese and International Students” – Conference on Global Higher Education, Tokyo, Japan (with J. Rucynski)
“New Ways of Teaching With Humor to Enrich Your Classroom” – TESOL 2017 Convention, Seattle, WA, USA. (with J. Rucynski, et al.)
“Selective Attention of Effective L2 Readers: An Eye-tracking Study” – TESOL 2017 Convention, Seattle, WA, USA. (with A. Atkins)
“Eye Tracking to Evaluate the Global Reading Strategies of L2 Readers” – American Association of Applied Linguistics 2017, Portland, OR, USA. (with A. Atkins)
“Fake News or Odd News?: Analyzing Japanese English Speakers’ Difficulty in Detecting Satire” – American Association of Applied Linguistics 2017, Portland, OR, USA. (with J. Rucynski)
“Previewing Strategies: An Eye-Tracking Study” – JALT 2016, Nagoya, Japan. (with A. Atkins)
“Transforming Humor in ELT from Ha-Ha to Aha!” – JALT 2016, Nagoya, Japan. (with J. Rucynski, J. Dias, S. Gardener, A. Reimann, G. Strong)
“The Online Reading Strategies of Language Learners” – EURO CALL 2016, Cyprus. (with A. Atkins)
“Training English Language Learners (ELLs) to Comprehend and Respond to Humorous Memes” – International Society for Humor Studies Conference 2016, Dublin, Ireland (with J. Rucynski)
“Teacher Autonomy and Coordination in Japanese and US ESOL Programs” – TESOL Regional Conference 2015, Excellence in Language Instruction, Singapore.
“Teaching Digital Literacy, Culture, and Humor through Internet Memes” – TESOL Convention 2015, Toronto, Canada. (with J. Rucynski)
“Cognitive and Metacognitive Strategies of More Proficient Readers” – Asia TEFL International Conference 2014, Kuching, Sarawak, Malaysia.
“Balancing Administrative Control and Teacher Autonomy in Language Programs” – TESOL Convention 2014, Portland, OR, USA (with J. Moore).
“Analyzing the Effects of Two Presentation Tasks” – JALT Conference 2013, Kobe, Japan (with D. Ferreira).
“Utilizing Facebook for Language Learning” – EURO CALL 2012, Gothenburg, Sweden.
“Facilitating Reading Instruction with Online Social Bookmarking” – EURO CALL 2010, Bordeaux, France.
“Using Social Bookmarking Sites for Independent Reading Projects” – CamTESOL 2010, Phnom Penh, Cambodia.
“Vocabulary Strategies of L2 Readers” – Asia TEFL 2008, Bali, Indonesia.
“Encouraging & Measuring Selective Dictionary Use” – JALT 2007 Conference, Tokyo, Japan.
“Evaluating User Responses to Students’ Blogs, Wikis, Forums” – New and Emerging Technologies in ELT Conference, 2007, Chennai, India.
“Analyzing User Responses to Learners’ Blogs, Wikis, and Forums” – JALTCALL, 2007, Tokyo, Japan.
“The Effectiveness of ESL Readers’ Dictionary Use” – TESOL Convention 2007, Seattle, WA, USA.
“Using Internet Search Engines as an Instructional Tool” – TESOL Arabia Convention 2005, March, Dubai, United Arab Emirates (poster session).
“Training Students to Be Active in Discussions” – TESOL Convention 2004, Long Beach, CA, USA.
“Empowering English Learners to Share their Voice” – Thailand TESOL 2004 International Conference, Khon Kaen, Thailand.
“Training Japanese to Be Active in Discussions” – JALT 2003 Conference, Shizuoka, Japan.
“Training Students to Be Active in Conversation” – ORTESOL 2000 Conference, Clackamas, OR, USA.
Invited Presentations & Local Presentations
“Engaging Audiences for English Conference Presentations” – 第17回 日仏整形外科学会, November, Naoshima, Kagawa, Japan.
「日本人学生と留学生とのインタラクティブな授業」 – 中国・四国地区大学教育研究会, June 2016, Okayama, Japan.
“Teacher Autonomy versus Program-wide Coordination in Japanese University EFL Programs” – Okayama JALT, April 2016, Okayama, Japan.
“Understanding the Audience to Improve One’s Writing” – Okayama Literary Society, October, 2014, Okayama, Japan.
“Understanding and Engaging Audiences for International Presentations” – Japan Association of International Liberal Arts / Okayama University Workshop on Developing Global Human Resources, November, 2013, Okayama, Japan.
“Designing Independent Listening Projects” – Okayama JALT, October, 2013, Okayama, Japan.