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Takaaki Kumazawa

    Department of Policy Studies　Professor
    Course of Public/Private Partnership　Associate Professor
Last Updated :2024/04/24

Researcher Information

Research funding number

  • 20366933

J-Global ID

Research Interests

  • Second Language Acquisition   Language Testing   TESOL   Applied Linguistics   

Research Areas

  • Humanities & social sciences / Educational psychology
  • Humanities & social sciences / Education - general
  • Humanities & social sciences / Foreign language education

Books etc

  • Systematic criterion-referenced test development in an English-language program
    KUMAZAWA Takaki (Single work)UMI Dissertation Services 2011/01
  • Ambitions Beginners
    (Contributor)
  • 言語研究と量的アプローチ
    熊澤 孝昭 (Contributor)
  • Ambitions Elementary
    熊澤 孝昭他 (Joint work)

MISC

Research Grants & Projects

  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2016/04 -2020/03 
    Author : KUMAZAWA Takaaki
     
    One of the major outcomes of this research is that this research made an attempt to find out basic learners' (A1 and A2 as reference to CEFR) cognitive processing while taking a diagnostic reading test. The other major outcome is that while CEFR is used to describe overall levels, this research made an attempt to develop a self-evaluation can-do survey that is designed for specific targeted learners' reading achievement.
  • Japan Society for the Promotion of Science：Grants-in-Aid for Scientific Research
    Date (from‐to) : 2016/04 -2020/03 
    Author : Kumazawa Masako
     
    This study set out to examine the impacts of the curriculum reforms toward enhanced communicative English skills among students in Japan. In particular, it aimed to find out reasons behind the gaps between the policies and the local level practice. The first three years of the project were mostly used for literature review and data collection while occasionally presenting some preliminary findings. The final research findings were presented and published in the final year of 2019. The findings suggest two main reasons behind the sluggish change at the local level: One were the psychological gaps between the curriculum policies and teachers' values, which tend to prioritize their stakeholders' needs, and the other was a lack of collective, institution-wide efforts toward the curriculum changes. Some practical implications were also made based on the findings, which include more democratic policy-making processes and further investigation into the issue of power at Japanese schools.
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