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STACEY　LOUISE　VYE ウ゛ァイ ステイシー・ルイーズ

■所属部署名 英語教育開発センター ■電話番号 048-858-9244
■職名 教授 ■FAX番号
■住所 埼玉県さいたま市桜区下大久保255 ■メールアドレス vyesl＠mail.saitama-u.ac.jp
■ホームページURL https://staceyvye.com/

プロフィール

学歴

取得学位
博士（教育学) , 南カリフォルニア大学ロシエル教育組織変革とリーダーシップ，ロサンゼルス， , (公開番号 227799325) [博士論文、南カリフォルニア大学]. ProQuest Dissertations. doi.org/10.25549/usctheses-c89-109017
TESOL（英語教授法）修士課程 , コロンビア大学ティーチャーズカレッジ
学部卒 , ワシントン大学政治学部卒業

受賞学術賞

2022 , International Online Zoom Workshop on Teaching Effective Communication Skills , Making minor adjustments for improved communications
2019 , English for English Teachers: Workshops for Secondary English Teachers in Japan , Communicative speaking and listening activities [8 three day Workshops from 2018-2019]
2017 , English for English Teachers: Workshops for Secondary English Teachers in Japan , Communicative speaking and listening activities [10 four day Workshops from 2014-2017]
2017 , Individual Grant , English Junior High School Teacher Training Workshop, Nakagami 1 day, Shimajiri 1 day, Naha 2 days
2016 , Individual Grant , English Junior High School Teacher Training 2 Day Workshop, Naha, Okinawa, Japan
2015 , H27年度の若手・女性研究者支援事業 , The Creativity Workshop -Singapore, Singapore
2014 , 平成26年度若手・女性研究者支援事業申請書 , Negotiate to Win: Mastering Negotiation Skills Course ~ I-Training Experts, K. L., Malaysia; Emotional Intelligence at Work Certificate Course ~ I-Training Experts K. L., Malaysia
2014 , Educational Reform Grant Global Jinzai , February 14th to February 23rd. I went to the UK to the University of Manchester, Essex, Manchester, and Portsmouth to liaise with our International Exchange program based on my IELTS Test experience and care for UK bound students.
2012 , Grant-in-Aid Research Category C , 2011-2014
2012 , (3) 一般研究－①基礎研究 , From Here to Autonomy: The Creative Practice of English Learning and Teaching
2012 , 平成25年度若手・女性研究者支援事業申請書 , 英語教師に対するトレーニング
2011 , Grant-in-Aid Research Category C , May 2011 ~ March 2014

研究活動業績

研究業績(著書・発表論文等)

著書
Connections with facilitating learner autonomy, language proficiency, and the teacher/researcher’s daily grind-Editors Barfield, A & Minamatsu, A.
Learner Development SIG JALT:Tokyo:105-126 201411
ISBN:978-4-901352-44-4
Vye, S., Murase, F., & Edwards Wurzinger, A.
PubMed Web Of Science リポジトリ

Realising Autonomy in Language Education. Chapter: Practical frustration busters for learner autonomy
Palgrave Macmillan:242-256 2012
Editors: Kay Irie & Alison Stewart, Chapter authors: Graves, Nanci & Stacey Vye

Perceptions of first-year tertiary students’ English language learning after six years of instruction in Japan: An evaluation study (Publication No. 227799325)
ProQuest Dissertations:1-256 181212
ISBN:https://digitallibrary.usc.edu/asset-management/2A3BF1PECA3S
Vye, Stacey
This qualitative study addressed student perceptions of English as a foreign language (EFL) secondary communication in Japan. Eight first-year university students’ satisfaction learning English in secondary school was analyzed through a modified Clark and Estes’s (2008) Knowledge Motivation Organization (KMO) framework. After six years of instruction, the interviewees were proficient at English, yet those who learned communication, or a private accelerated curriculum had higher proficiency levels than those who learned English in Japanese at public schools. The interviewees who practiced speaking English reported moderate self- efficacy levels while those who learned English through lectures in Japanese had low levels engaging in the same tasks. The field-based organizational influences had a strong impact on the interviewees as MEXT’s (2011a; 2011b; 2011c) EFL secondary communication reforms were partially followed or ignored in favor of executing drills for English university entrance exams except for one interviewee in high school. The study was not generalizable, yet its strength was the voices of the student stakeholder interviewees that described their secondary EFL educational experiences compared with their textbooks and MEXT policy. More student interview studies are needed to highlight the current conditions as recipient participants because their input should contribute to information useful for the confidence and satisfaction of future students’ English successes. Such studies could also help improve the problem of practice of the abandonment of EFL communication in favor of university entrance exam preparation in English classes in Japan. Keywords: EFL education, yakudoku, self-efficacy, university English exams, MEXT
Vye, S.
PubMed Web Of Science リポジトリ

論文
Journeys to learner wellbeing: A dialogue on building student communities.
Learning Learning,30(2):51-56 2023
ISBN:https://ld-sig.org/wp-content/uploads/2023/11/back.pdf
Vye, S. & Yanase, C.
PubMed Web Of Science リポジトリ

There is something about affirming SALL: An Everhard and Gardner and Miller review
Relay Journal,6(1):95-101 2023
ISBN:https://doi.org/10.37237/relay/060107
Vye, S.
PubMed Web Of Science リポジトリ

Report on the JASAL forum at JALT2021. Serendipities in self-access learning: Positives from the pandemic.
JASAL Journal,3(1):33-46 2022
ISBN:https://jasalorg.com/report-on-the-jasal-forum-at-jalt2021-serendipities-in-self-access-learning-positives-from-the-pandemic/
Taylor, C., Thorton, K., Wongsarnpiggoon, I., & Vye, Stacey
PubMed Web Of Science

Utilizing advising strategies with grounded theory to support an advisee’s learning goals
Relay Journal https://doi.org/10.37237/relay/040206,4(2):107-115 2021
ISBN: https://doi.org/10.37237/relay/040206
Vye, Stacey
PubMed Web Of Science リポジトリ

The L2 motivational self system: A replication study
JALT Journal https://doi.org/10.37546/JALTJJ42.1,42(1):5-28 2020
ISBN:https://doi.org/10.37546/JALTJJ42.1
Hughes, L. S., Vye, S., & Ray, D.
PubMed Web Of Science

Looking back: 2019 PanSIG Learner Development SIG Forum reflections.
Learning Learning,26(2):67-68 2019
Morel, R., Vye, S., & Aden, A.
PubMed Web Of Science リポジトリ

Autonomous language learning in Japan. Three studies in post-compulsory education
JALT. ,PanSIG Journal 2019.:155-165. 2019
ISBN:https://pansig.org/publications/2019/PanSIG_2019_Journal.pdf
Hennessy, C., Lombardi, I., Morel, R., Vye, S., & Aden, A.
PubMed Web Of Science

Keynote speech: Maintaining effective communication for improved organizational change
International Symposium on Social Sciences and Management Conference Proceedings.Osaka, Japan 2018.,ISBN978-986-5654-17-7:2-3, 17 2018
Vye, Stacey

Keynote speech: Creativity, collaborative autonomy, and innovation in education
Conference Procedings of the International Symposium on Language, Linguistics,Literature and Education, August 2-4, Okinawa, Japan, 2016. :13-18 2016
Vye, Stacey

LASIG Day, 11th April 2015 Manchester Central, UK
The Independence,50(1):21-24 2015
Tebib, D., Tamala, M., & Vye, S.

From learner autonomy in practice to learner proficiency in theory (Proceedings)
Korea TESOL (KOTESOL) 2013: Exploring the Road Less Traveled: From Practice to Theory,21(B):253-260 2014
Vye, Stacey

Saitama University students presented short papers in English at Gakushuin University to an international English audience
武蔵野: 埼玉大学図書館,15:8-11 2014
Vye, Stacey

LD SIG forum: Transitions in the lives of learners and teachers
In N. Sonda & A. Krause (Eds.), JALT2013 Conference Proceedings. Tokyo: JALT,2014 (1):48-60 2014
ISBN:https://jalt-publications.org/proceedings/articles/3977-ld-sig-forum-transitions-lives-learners-and-teachers
Hurrell, I., Abe, M., Brown, P. S., Vye, S., et. al.
PubMed Web Of Science リポジトリ

Learning autonomously while improving language proficiency
Independent Learning Association (ILA) 2012 Wellington Conference Selections :170-173 2013
Vye, Stacey

Learning autonomously while improving language proficiency
ILAC Selections: 5th Independent Language Association Conference 2012,5(2012):98-100 2013
Vye, Stacey

From learner autonomy in practice to learner proficiency in theory (Extended Abstract)
Korea TESOL (KOTESOL) 2013: Exploring the Road Less Traveled: From Practice to Theory,21(A):170-173 2013
Vye, Stacey

学生の英語力測定に効果を発揮。さらに学内特別会場IELTS実施で留学希望者 が増加。
IELTS（アイエルツ）,白書2012,1:14 2012
Vye, S.
リポジトリ

Advising practices: A survey of self-access learner motivations and preferences
Studies in Self-Access Learning Journal ,3(2):163-181. 2012
Hughes, L. S., Krug, N. P., & Vye, S. L.
リポジトリ

Viewing research and laundry from a different angle through peer collaboration
Learning Learning (LD-SIG of JALT),19(3):51-52 2012
リポジトリ

Learning in interaction: Four snapshots of an English resource center
The Proceedings of the International Conference on Social Science and Humanity Conference ICSSH2011:161-165 2011
Stacey Vye, Adriana Edwards Wurzinger, Leander Hughes, & Nathan Krug
リポジトリ

Out-of-class learning at a self-access center
Studies in Self-Access Learning Journal ,2(4):281-291 2011
Hughes, Leander, Nathan Krug, & Stacey Vye
リポジトリ

Autonomous language learning: A paradigm shift from teacher to learner control
The 19th annual KOTESOL 2011 international conference. Pushing our paradigms: Connecting with culture. 19, ,19:314-316 2011
Vye, Stacey

Language learning through socialization: Diversified use of a self-access center
International Journal of Social Science and Humanity,1(1):19-25 2011
Krug, Nathan, Adriana Edwards Wurzinger, Leander Hughes, & Stacey Vye
リポジトリ

Learning that doesn't label what 'kind' of learning is appropriate
Independence (LA-SIG of IATEFL),50(1):21-24 2010
Vye, Stacey, Andrew Barfield, & Androlla Anthanasiou

Reflections on Nakasendo at the Learner Development SIG multi-session workshop on self-assessment
Learning Learning (LD-SIG of JALT),17(2):39-46 2010
Barfield, Andrew, Leander Hughes, Stacey Vye, et. al.
リポジトリ

Learning beyond the classroom supports the Saitama University’s English resource center’s collaborative concept
The Eloquor,4(1):27-40 2009
Vye, S.

Self-reflection for teacher autonomy: What's in it for us and why do we give valuable time
The Proceedings of the Independent Learning Association 2007 Japan Conference: Exploring theory, enhancing practice: Autonomy across the disciplines:1-7 2009
Graves, Nanci & Stacey Vye
リポジトリ

学会発表
Gritty growth mindsets in a self-directed learning course
JALT2023 International Conference: Growth Mindset in Language Education, Tsukuba, Japan 202311
Vye, S.

Fostering learner wellbeing through community and autonomy: The role of learner communities
JALT Learner Development SIG 30th Anniversary Conference, Gakushuin University, Tokyo, Japan 202310
Vye, S. & Yanase, C.

Autonomy, creativity, and innovation for learners and teachers alike
JALT Learner Development SIG 30th Anniversary Conference, Gakushuin University, Tokyo, Japan 202310
Vye, S.

Creative online elements for learner ownership are encouraged during face-to-face learning
LD-SIG Forum: JALT PanSIG Conference, Kyoto, Japan,Learning Learning,30(2):59 202305
Vye, S.

A Tempered Change Framework Utilized to Facilitate Learner Engagement at a Learning Center
Research Institute for Learner Autonomy Education (RILAE) Kanda University of International Studies,9th LAb Session:Learner Autonomy in a Multilingual World: Supporting those learning/using multiple languages,9:Video 202211
Vye, S.

Making minor adjustments for improved communications
English for English Teachers Workshop, Sponsored by the U.S. Embassy, Tokyo and Akita University 202203
Vye, Stacey

Students' on-campus and online self-access learning preferences
JALT2021 Conference,Japan Association of Language Teachers 202111
Vye, Stacey

Communicative speaking and listening activities
English for English Teachers sponsored by the US Embassy, Tokyo & Akita University 201808
Vye, Stacey

Keynote speech: Maintaining effective communication for improved organizational change
International Symposium on International Symposium on Social Sciences and Management Conference Proceedings.Osaka, Japan 2018.,International Symposium on Social Sciences and Management Conference Proceedings.Osaka, Japan 2018.,ISBN 978-986-5654-17-7:2-3 201702
Vye, Stacey

Creativity, collaborative autonomy, and innovation in education
International Symposium on Language, Linguistics, Literature and Education, Okinawa, 2016,the Proceedings of the International Symposium on Language, Linguistics, and Education ISLLE Okinawa, Japan 2016,ISBN 978-986-89844-7-9:13-18 201608
Vye, Stacey

Art and the motivational L2 self-system in a university course
LD-SIG Forum JALT2015 International Conference: Focus on the Learner, Shizuoka, Japan,Learning Learning,23(2):2-8 201511
ISBN:http://ld-sig.org/wp-content/uploads/2016/10/Article-1-Vye.pdf
Vye, Stacey
PubMed Web Of Science リポジトリ

Art and the motivational L2 self system in a university course (Learner Development SIG Forum 2015)
The 41st Annual International Conference on Language Teaching And Learning 2015 201511
Vye, Stacey

Communicative Speaking and Listening Activities
United States of America Embassy English Teachers Workshop,New York University American Language Institute Tokyo,2015(2):25-27 201508
Vye, Stacey

Communicative speaking and listening activities
US Embassy & New York University,NYU SCPC ALI Tokyo,2014 (1):16-21 201507
Vye, Stacey

Visual representations of learner and teacher autonomy in a tertiary course
Poster session at the Learner Autonomy SIG PCE IATEFL2015 International Conference, Manchester, UK,Independence (LA-SIG of IATEFL),64(July-August 2015):p. 33 201504
Vye, Stacey

Visual representations of learner and teacher autonomy in a tertiary course
LA SIG of IATEFL,Independence,in-press 201504
Vye, Stacey

Daring to develop a learner-centred activities in the classroom
Cambodia TESOL 201502
Vye, Stacey

Communicative Speaking and Listening Activities
United States of America Embassy English Teachers Workshop,NYU American Language Institute,2015(1):15-21 201501
Vye, Stacey

Communicative speaking and listening activities
United States of America Embassy English Teachers Workshop,New York University American Language Institute Tokyo,2014(1):15-22 201407
Vye, Stacey

Enhancing EFL and Content-based instruction through art in the classrooms
Gunma Chapter of JALT 201406
Vye, Stacey

Collaborative autonomy: Stories of flourishing learner development
Exploring Learner Development 20th Anniversary Conference of the Learner Development SIG of JALT: Practices, Pedagogies, Puzzles, and Research; Gakushuin University, Tokyo, Japan 201311
Vye, Stacey, Iman binti Abd Halim, Takumi Kichuchi, Saeko Kojima, & Rahimi Rahman

Narrative learning transformations in a university learner autonomy seminar after the course is over
JALT2013 39th Annual International Conference: Learning is a Lifelong Voyage; Kobe Convention Center, Kobe, Japan, October 27th, 2013,JALT2013 39th Annual International Conference Proceedings 201310
Vye, Stacey

Learning autonomously for language proficiency
JALT2013 39th Annual International Conference: Learning is a Lifelong Voyage; Kobe Convention Center, Kobe, Japan 201310
Vye, Stacey

From learner autonomy in practice to learner proficiency in theory (Proceedings)
Korea TESOL (KOTESOL) 2013: Exploring the Road Less Traveled: From Practice to Theory; Sookmyung Women’s University, Seoul, Korea,Korea TESOL (KOTESOL) 2013: Exploring the Road Less Traveled: From Practice to Theory,21(1):170-173 201310
Vye, Stacey

The power of peer collaboration: Proficiency and incidental learning at the same time.
Lilly Conference on College & University Teaching – West Conference: Twenty-Five Years of Evidence-Based Teaching & Learning; California Polytechnic State University, Pomona, CA, USA 201303
Vye, Stacey

University students learning autonomously and while improving in English as well
Independent Learning Association Conference,ILA2012: Autonomy in a Networked World,5(2012):98-100 2013
Vye, Stacey

The power of peer collaboration: Proficiency and incidental learning at the same time
Alliance for Teacher Scholars,Lilly Conference on College & University Teaching – West Conference: Twenty-Five Years of Evidence-Based Teaching & Learning 2013
Vye, Stacey

Recharging reflection activities for teachers: Learning and teaching reflective short-cuts
Teachers College Columbia, Japan Association of Language Teachers, Teacher Education and Development SIG,EFL Teacher Journeys Conference 2013 2013
Vye, Stacey

The tried and true art of developing learner know-how
Nepal Association of Language Teachers,NELTA 18th International Conference, Kathmandu, Nepal 2013
Vye, Stacey

A reflective multi-purpose gizmo that helps busy teachers for the entire school year
Japan Association of Language Teachers,Omiya Chapter of JALT 2012
Vye, Stacey

Learners' collaborative action: This is what we want!
Nakasendo 2012 Conference,Nakasendo2012: Using English,19(3):51-52 2012
Vye, Stacey
リポジトリ

Autonomy makes difference in language proficiency?
Japan Association of Language Teachers,JALT2012 Conference: Making a Difference 2012
Vye, Stacey

Learner driven development: Autonomy as they see it!
Japan Association of Language Teachers,JALT2012 Conference: Making a Difference 2012
Vye, Stacey, Fumiko Murase, & Adriana Edwards Wurzinger

Heightened agency and symbiotic support in an academic speaking course
JALT2011: Teaching, Learning, Growing,Learner Development SIG Forum 2011 2012

Practical frustration busters for learner autonomy
Learner Development SIG of JALT: Realizing Autonomy ,Palgrave Macmillan (see 2.1.1):242-256 2012
Vye, Stacey & Nanci Graves

Learning in interaction: Four snapshots of an English resource center (with Wurzinger, Hughes, and Krug)
International Confernce of Social Sciences (ICSSH) 2011,The Proceedings of the International Conference on Social Science and Humanity Conference:161-165 2011
Vye, Stacey [Paper submitted, but did not attend due to Entrance Examinations]
リポジトリ

A reflective ESL multi-purpose aid that help teachers, too!
California Teachers of English to Speakers of Other Languages,CATESOL2011: The Art and Passion of Language Teaching 2011
Vye, Stacey

Autonomous language learning: A paradigm shift from teacher to learner control
Korea TESOL,KOTESOL2011: Pushing our Paradigms; Connecting with Culture Conference Book,19:314-316 2011
Vye, Stacey

What factors bring students to our self-access center?
Learner Autonomy SIG of IATEFL,Learner Autonomy SIG of IATEFL: Advising for Language Learner Autonomy 2011
Hughes, L., Krug, N., Edwards Wurzinger, A., & Vye, S.

Learner autonomy and getting better at English at the same time
Learner Autonomy SIG of IATEFL,Learner Autonomy SIG of IATEFL: Advising for Language Learner Autonomy 2011
Vye, Stacey

Classrooms are alive with the sound of music
Gunma Chapter of JALT 2010
Vye, Stacey

Student generated self-assessment
English Teachers Japan,English Teachers Japan Association Tokyo Expo 2010
Vye, Stacey

Multi-purpose self-assessment
Nakasendo2010: Teachers as Learners, Learners as Teachers,Learner Development SIG Forum at Nakasendo,17(2):38-46 2010
Barfield, A., Cooker, L., Hughes, L., Ray, D., Stewart, A., Vye, S., et al.
リポジトリ

Self-reflection for learner and teacher autonomy
The Independent Learning Association Conference,ILA2007 Conference: Exploring Theory, Enhancing Practice: Autonomy Across the Disciplines,2007:1-7 2009
Graves, Nanci & Stacey Vye
リポジトリ

More learner autonomy with less frustration
Independent Learning Association Conference 2009,ILA2009 Independent Learning: Building on Experience and Seeking New Perspectives:1-7 2009
Graves, Nanci & Stacey Vye

Exploring empowering moments of change in language education
English in South East Asia Confernece,ESEA2009: English Changing: Implications for Policy, Teaching, and Research 2009
Vye, Stacey

Mind your own learning: Online reflective mirrors
Japan Association of Language Teachers,JALT2009 Conference: The Teaching-learning Dialogue: An Active Mirror 2009
Fanselow, John, Nanci Graves, & Stacey Vye

An English resource community from the perspective of the learner
JALT2009 Conference: The Teaching-learning Dialogue: An Active Mirror,Japan Association Self-access Learning (JASAL) Forum 2009
Vye, Stacey

Snapshots of teachers’ shared learning journeys
Japan Association of Language Teachers,Learner Development SIG Forum 2009
Vye, Stacey

Teaching autonomy: Practical frustration busters
Japan Association of Language Teachers,JALT2008 Conference: Shared Identities: Our Interweaving Threads 2008
Graves, Nanci & Stacey Vye

Using music for listening and discussion in the classroom
Learner Development SIG of JALT,Learner Development SIG of JALT Retreat 2008: Crossing Boundaries: An Interdisciplinary Approach to Learner Autonomy 2008
Vye, Stacey

Valid inquiry produces quality research.
English Teaching Japan (ETJ) Tokyo Expo 2020, Tokyo, Japan. 200223
Vye, Stacey

Perceptions of first-year university students’ language learning after six years of secondary instruction in Japan.
JALT2019 International Conference: Teacher Efficacy Learner Agency, Nagoya, Japan. 191104
Vye, Stacey

Three teaching pillars for teaching English: Creativity, collaboration, and innovation (CCI).
English for English Teachers Workshop, Sponsored by the US Embassy. Naha, Japan.,Workshop Booklet.,Unpublished.:1-14. 190820
Vye, Stacey

Three teaching pillars for teaching English: Creativity, collaboration, and innovation (CCI).
English for English Teachers Workshop, Sponsored by the US Embassy. Tokyo, Japan.,Workshop Booklet.,Unpublished.:1-14. 190809
Vye, Stacey

Designing effective cross-disciplinary inquiry is not a boring matter
9th International Symposium on Business and Social Sciences (ISBSS) Conference.,9th International Symposium on Business and Social Sciences (ISBSS) Conference.:18 190702
Vye, Stacey

Learning, Living, and Life in America and Japan: Intercultural Ideas and Insights
Otsuma Women's University Talk on US Culture 190613
Vye, Stacey

Learning about our learners through the L2 motivational self system: First-year university students’ perceptions in Japan
Psychology of Language Learning 3 (PLL3) Conference, Tokyo, Japan
Hughes, Leander, Debjani Ray & Stacey Vye

その他
Hughes, L. S., Vye, S., & Ray, D. (2020). The L2 motivational self system: A replication study. JALT Journal., 42(1), 5-28. https://doi.org/10.37546/JALTJJ42.1

Dissertation Thesis: Perceptions of First-Year Tertiary Students’ English Language Learning After Six Years of Instruction in Japan: An Evaluation Study
ISBN:https://digitallibrary.usc.edu/asset-management/2A3BF1PECA3S
This qualitative study addressed student perceptions of English as a foreign language (EFL) secondary communication in Japan. Eight first-year university students’ satisfaction learning English in secondary school was analyzed through a modified Clark and Estes’s (2008) Knowledge Motivation Organization (KMO) framework. After six years of instruction, the interviewees were proficient at English, yet those who learned communication, or a private accelerated curriculum had higher proficiency levels than those who learned English in Japanese at public schools. The interviewees who practiced speaking English reported moderate self- efficacy levels while those who learned English through lectures in Japanese had low levels engaging in the same tasks. The field-based organizational influences had a strong impact on the interviewees as MEXT’s (2011a; 2011b; 2011c) EFL secondary communication reforms were partially followed or ignored in favor of executing drills for English university entrance exams except for one interviewee in high school. The study was not generalizable, yet its strength was the voices of the student stakeholder interviewees that described their secondary EFL educational experiences compared with their textbooks and MEXT policy. More student interview studies are needed to highlight the current conditions as recipient participants because their input should contribute to information useful for the confidence and satisfaction of future students’ English successes. Such studies could also help improve the problem of practice of the abandonment of EFL communication in favor of university entrance exam preparation in English classes in Japan. Keywords: EFL education, yakudoku, self-efficacy, university English exams, MEXT
PubMed Web Of Science リポジトリ

研究業績(芸術系の活動、フィールドワーク等)

フィールドワーク
ネパールのストリートチルドレンへの読み聞かせ , 2012 - 2012