成人大片

• Biography/ Background

   

  Kayoko Enomoto is the Deputy Dean (People & Culture) in the Faculty of Arts, Business, Law and Economics. She has previously held significant leadership roles, including Head of Department for Asian Studies in the School of Social Sciences (2018-2024) and Associate Dean (Student Experience) in the same faculty (2018-2024). As an Associate Professor of Japanese studies, Kayoko has over 30 years of experience teaching Japanese to university students in the UK and Australia. Her external engagement includes being an executive member and past Secretary & Treasurer of the Languages and Cultures Network for Australian Universities (LCNAU) National Committee (2019- ) and representing the South Australian Vice Chancellor’s Committee (SAVCC) on the Multicultural Education and Languages Committee (MELC) (2019- ). In 2022, she achieved Senior Fellow status (SFHEA) with the UK Higher Education Academy (Advance HE). She also contributes to the University’s Teaching Review Program as a certified University Teaching Reviewer with the Adelaide College of Reviewers (2022- ).

   

  Kayoko Enomoto is renowned for her teaching excellence and innovative pedagogical practices. She has developed and implemented numerous research-informed curriculum designs and assessment strategies to cater to diverse student learning needs. During the COVID-19 pandemic, Kayoko initiated university-wide online interactive Japanese cooking classes to promote the well-being of staff and students, enhancing the sense of community during social isolation.

   

  Her contributions to teaching have been recognised through multiple awards, including a national Citation for Outstanding Contributions to Student Learning (2011), the Stephen Cole the Elder Award for Excellence in Teaching (2012), a Student-led Teaching Award (2018), a Special Commendation for COVID-19 Emergency Teaching Response (2020), and the Stephen Cole the Elder Award for Excellence in Leadership, Support, and Enhancement of Teaching Practice (2021). In 2021, she was honoured with the Vice-Chancellor and President’s Award for Excellence.

  Kayoko’s research interests lie in higher education and language education, focusing on student diversity, assessment and promotion of student learning, flexible learning and teaching using new technologies, including GenAI, curriculum innovation and design, and the first-year experience. She has published extensively in these areas, including edited volumes such as Innovative Teaching and Learning Practices in Higher Education (Libri Publishing, 2018), Intersections in Language Planning and Policy (Springer, 2020), Teaching and Learning Innovations in Higher Education (Libri Publishing, 2021), Active Learning in Higher Education (Libri Publishing, 2022) and Generative Artificial Intelligence in Higher Education (Libri Publishing, forthcoming). Kayoko is a registered reviewer for the International Journal of Corpus Linguistics and Pragmatics (Springer) and the Journal of Japanese Studies (Routledge). She is the First Editor of the Learning in Higher Education Series (Libri Publishing Ltd, Oxon, UK) and an Editorial Board member for the LCNAU Studies in Languages and Cultures series (ANU Press). As Honorary Co-director of the Institute for Learning in Higher Education (LiHE, Copenhagen, Denmark), she co-leads an international higher education research community of over 16,000 academics across various disciplines.

   

   

   

   

• Qualifications

  M.Sc. in Applied Linguistics (University of Edinburgh, UK)

  Dip App/Ling (University of Edinburgh, UK)

  B.A. (Kansai Gaidai University, Japan; Gustavus Adolphus College, MN, USA.; Kansai Gaidai Hawaii College, USA).

• Awards & Achievements

  AdvanceHE Senior Fellowship (2022) Senior Fellow of the Higher Education Academy (SFHEA) in recognition of attainment against the UK Professional Standards Framework for teaching and learning support in higher education.

  University Teaching Reviewer (2022) Accepted into the Adelaide College of Reviewers as a certified Peer Reviewer who serves on the University's Teaching Review Program.

  University Award (2021) The Vice-Chancellor and President's Award for Excellence in recognition of outstanding and sustained demonstration of innovation and leadership in the teaching of languages.

  University Award (2021)  The Stephen Cole the Elder Award for Excellence in the category of Excellence in the Leadership, Support and Enhancement of Teaching Practice.

            "The panel congratulates you for a well-articulated application, notable for the strong evidence of impact on informing the teaching practice of colleagues, not just within the University, but internationally. Panel members were impressed by your range of examples and your willingness to innovate in an online environment. They commend the high level of student engagement and satisfaction and the recognition you have gained from peers."

  University Award (2020) Special Commendation - COVID 19 Emergency Teaching Response (Team).

            "The panel commends the team most warmly for their outstanding contribution to the student learning experience   during this challenging time and encourages them to build on the approaches they developed as we transition to a post-pandemic learning environment."

  University Award (2018) Student-led Teaching Award. The awards are based entirely on student nominations and are designed to recognise excellence in teaching.

  University Award (2012)  The Stephen Cole the Elder Award for Excellence in Teaching.

  Faculty Award (2012) Award for Outstanding Student Feedback in Learning and Teaching (Individual) in the Faculty of Humanities and Social Sciences.

  National Award (2011) Office of Learning and Teaching (ALTC) National Citation for Outstanding Contributions to Student Learning.

  Faculty Award (2011) Award for Outstanding Student Feedback in Learning and Teaching (Individual) in the Faculty of Humanities and Social Sciences.

  Faculty Award (2010) Award for Outstanding Student Feedback in Learning and Teaching (Team) in the Faculty of Humanities and Social Sciences.

  University Award (2009) A High Commendation for the Stephen Cole the Elder Award for Excellence in Teaching.

  Faculty Award (2009) The Executive Dean's Prize for Excellence in Teaching (in the Individual Teacher category).

• Teaching Interests

  Kayoko is renowned for her teaching excellence and innovative pedagogical practices. She has continually developed innovative teaching techniques, created imaginative resources for student learning, and implemented numerous research-informed curriculum designs and assessment strategies to cater to diverse student learning needs in her courses. One of her primary teaching goals is to encourage students to use Japanese as a tool to gain new knowledge, rather than learning Japanese as a goal in its own right, by helping them meaningfully engage in the real use of the Japanese language in various contexts. Kayoko’s contributions to teaching have been recognised through multiple awards, including a national Citation for Outstanding Contributions to Student Learning (2011), the Stephen Cole the Elder Award for Excellence in Teaching (2012), a Student-led Teaching Award (2018), a Special Commendation for COVID-19 Emergency Teaching Response (2020), and the Stephen Cole the Elder Award for Excellence in Leadership, Support, and Enhancement of Teaching Practice (2021). In 2021, she was honoured with the Vice-Chancellor and President’s Award for Excellence. In October 2022, her teaching excellence was also recognised on World Teachers’ Day 2022 - Celebrating Teaching Excellence at the 成人大片. Kayoko continues to develop a variety of online learning materials that are being used to enhance student learning experiences, equity and access in the Japanese language program.

   

   

   

   

• Research Interests

   
  

  Kayoko’s research interests lie in higher education and language education, focusing on student diversity, assessment and promotion of student learning, flexible learning and teaching using new technologies, including GenAI, curriculum innovation and design, and the first-year experience. Her action research and publications directly inform a wide range of strategies to improve student engagement, learning experiences, and learning outcomes beyond disciplinary boundaries. She has published extensively in these areas, including edited volumes such as Innovative Teaching and Learning Practices in Higher Education (Libri Publishing, 2018), Intersections in Language Planning and Policy (Springer, 2020), Teaching and Learning Innovations in Higher Education (Libri Publishing, 2021), Active Learning in Higher Education (Libri Publishing, 2022), and Generative Artificial Intelligence in Higher Education (Libri Publishing, forthcoming).

   

  As Honorary Co-director of the Institute for Learning in Higher Education (LiHE, Copenhagen, Denmark), Kayoko co-leads an international higher education research community of over 16,000 academics across various disciplines. LiHE is an international not-for-profit European-based academic association dedicated to the advancement of learning-centered higher education. Kayoko serves on the Editorial Board of the LCNAU Studies in Languages and Cultures series (ANU Press) and is the First Editor of the Learning in Higher Education Series (Libri Publishing Ltd., UK). She serves as a reviewer for the International Journal of Corpus Linguistics and Pragmatics (Springer) and the Journal of Japanese Studies (Routledge).

   

• Research Funding

  2024 Faculty of Arts, Business, Law and Economics Learning & Teaching Grant (AU$2,193.00).

   

  2024 Adelaide Education Academy Learning and Teaching Advancement Grant (AU$5,000.00)

   

  2023 School of Social Sciences Learning & Teaching Grant Scheme (AU$2,000.00)

   

  2023 Faculty of Arts, Business, Law and Economics Learning & Teaching Grant (AU$3,000.00).

   

  2023 Adelaide Education Academy Learning and Teaching Advancement Grant (AU$680.00 Professional Development Grant).

   

  2022 School of Social Sciences Conference Support Scheme (AU$2,000.00)

   

  2022 Adelaide Education Academy Learning and Teaching Advancement Grant (AU$2,000.00 Travel Grant).

   

  2022 Faculty of Arts, Business, Law and Economics Learning & Teaching Grant (AU$8,916.40) titled 'Japanese Kanji Video Resources for Active Learning'.

   

  2016 Project Leader: 成人大片 Priority Partner Grant (AU$5,000.00) entitled 'Collaborating to Enhance the Exchange Student Learning Experience'.

   

  2014 German Research Foundation (DFG) Travel Grant for attending the 2014 German Applied Linguistics Congress, 'Applied Linguistics in Teaching, Teaching Applied Linguistics' (1,040 Euros).

   

  2014 Faculty of Humanities & Social Sciences Learning & Teaching Development and Innovation Grant (AU$2,000.00).

   

  2014 Project member: Office of Learning Teaching Innovation and Development Grant (AU$220,000.00) entitled 'Online resources to support international students' (Project Leader: J. Miller). See our grant project by visiting:  ;  ;

   

  2013 Project Leader: 成人大片 E-learning Development Grant (AU$15,000.00) entitled 'Blogging to build transferable reflective learning capabilities'.

   

• Publications

  PEER-REVIEWED PUBLICATIONS

   

  Edited Books

   

  Enomoto, K., Warner, R. & C. Nygaard. (eds.) (In Press). Generative Artificial Intelligence in Higher Education. Oxon.: Libri Publishing.

   

  Enomoto, K., Warner, R. & C. Nygaard. (eds.) (2023). Enhancing Student Learning Outcomes in Higher Education. Oxon.: Libri Publishing.

   

  Enomoto, K., Warner, R. & C. Nygaard. (eds.) (2022). Active Learning in Higher Education - Student Engagement and Deeper Learning Outcomes. Oxfordshire: Libri Publishing.

   

  Enomoto, K., Warner, R. & C. Nygaard. (eds.) (2021). Teaching and Learning Innovations in Higher Education. Oxfordshire: Libri Publishing.

   

  Fornasiero, J., Reed, S., Amery, R., Bouvet, E., Enomoto, K. & Xu, H.L. (eds.) (2020). Intersections in Language Planning and Policy. Springer.

   

  Enomoto, K., Warner, R. & C. Nygaard. (eds.) (2018). Innovative Teaching and Learning Practices in Higher Education. Oxfordshire: Libri Publishing.

   

   

  Book Chapters and Journal Articles

   

  Enomoto, K., Warner, R. & C. Nygaard. (In Press). ‘Generative artificial intelligence: Transforming the future of learning and teaching in higher education’. In Enomoto, K., Warner, R. & C. Nygaard. (eds.) Generative Artificial Intelligence in Higher Education. Oxfordshire: Libri Publishing.

  D’Orazzi, G. & Enomoto., K. (In Press). ‘The impact of AI-enhanced learning activities on language learners’ motivation’. In Enomoto, K., Warner, R. & C. Nygaard. (eds.) Generative Artificial Intelligence in Higher Education. Oxfordshire: Libri Publishing.

   

   

  Enomoto, K., Warner, R. & C. Nygaard. (2023). ‘How to enhance student learning outcomes in higher education: the ESLO model’. In Enomoto, K., Warner, R. & C. Nygaard. (eds.) Enhancing Student Learning Outcomes in Higher Education. (pp. 1-31). Oxfordshire: Libri Publishing.

   

  Enomoto, K. & Warner, R. (2023). ‘Enablers of student learning outcomes based on eight cases of second language learning and teaching in higher education’. In Enomoto, K., Warner, R. & C. Nygaard. (eds.) Enhancing Student Learning Outcomes in Higher Education. (pp. 57-89).Oxfordshire: Libri Publishing. 

   

  Bowd, K. & Enomoto, K. (2023). ‘Bringing employability to life: Developing Employability skills sets and understandings as student learning outcomes’. In Enomoto, K., Warner, R. & C. Nygaard. (eds.) Enhancing Student Learning Outcomes in Higher Education. (pp. 289-326).Oxfordshire: Libri Publishing.

   

  Enomoto, K., Warner, R. & C. Nygaard. (2022). ‘Passive learning and active learning in higher education: their underpinning learning theories and consequences for teaching and assessment’. In Enomoto, K., Warner, R. & C. Nygaard. (eds.) Active Learning in Higher Education - Student Engagement and Deeper Learning Outcomes. (pp. 1-34). Oxfordshire: Libri Publishing.

   

  Enomoto, K. & R. Warner. (2022). ‘Partnering with student leaders: active learning through integration of Peer Assisted Study Sessions into an undergraduate language course’. In Enomoto, K., Warner, R. & C. Nygaard. (eds.) Active Learning in Higher Education - Student Engagement and Deeper Learning Outcomes. (pp. 107-133). Oxfordshire: Libri Publishing.

   

  Enomoto, K., Warner, R. & C. Nygaard. (2021). ‘What drives teaching and learning innovations in higher education?’. In Enomoto, K., Warner, R. & C. Nygaard. (eds.) Teaching and Learning Innovations in Higher Education. (pp. 1-18). Oxfordshire: Libri Publishing.

   

  Warner, R & K. Enomoto. (2021). ‘An innovative assessment method to evaluate independent learning and academic writing skills’. In Enomoto, K., Warner, R. & C. Nygaard. (eds.) Teaching and Learning Innovations in Higher Education. (pp. 209-231). Oxfordshire: Libri Publishing.

   

  Enomoto, K., Warner, R. & J. Miller. (2021). ‘Enriching Australian exchange student learning experiences at Japanese universities’. In S. Kommers & K. Bista (eds.) Equality in Study Abroad and Student Mobility: Navigating Challenges and Future Directions - Routledge Studies on Global Student Mobility Book Series. (pp. 56-70). New York: Routledge.

   

  Fornasiero, J., Reed, S., Amery, R., Bouvet, E., Enomoto, K. & Xu, H.L. (2020). ‘Intersections: ‘A Paradigm for Languages and Cultures?’ In Fornasiero, J., Reed, S., Amery, R., Bouvet, E., Enomoto, K. & Xu, H.L. (eds.) Intersections in Language Planning and Policy. (pp. 3-14). Springer.
  

   

   

  Enomoto, K., Warner, R. & C. Nygaard. (2018). ‘The why, what and how of innovative teaching and learning in higher education’. In K. Enomoto, R. Warner & C Nygaard (eds.) Innovative Teaching and Learning Practices in Higher Education. (pp. 1-10). Oxfordshire: Libri Publishing.

   

  Enomoto, K. & R. Warner. (2018). ‘Developing undergraduate students’ transferable generic skills through an innovative group drama project’. In K. Enomoto, R. Warner & C Nygaard (eds.) Innovative Teaching and Learning Practices in Higher Education. (pp. 115-140). Oxfordshire: Libri Publishing.

   

   

  Andersen. M., Elbarrad, S., Enomoto, K. & R. Warner. (2018). ‘Enhancing student engagement and employability through the use of simulations’. In K. Enomoto, R. Warner & C Nygaard (eds.) . (pp. 75-82). Oxfordshire: Libri Publishing.

   

   

  Miller J.L., Wilson K, Miller J, Enomoto K. (2016). ‘Humorous materials to enhance active learning’. Higher Education Research and Development. pp.1-16. 

   

  Warner, R & K. Enomoto. (2015). ‘Embedding research skills in the curriculum design of a pathway programme for international students’. In C. Nygaard, P. Bartholomew & C. Guerin (eds.) Learning to Research – Researching to Learn (pp. 19-38). Oxfordshire: Libri Publishing.

   

  Enomoto, K. & R. Warner. (2014). ‘Promoting student reflection through considerate design of a virtual learning space’. In L. Scott-Webber, J. Branch, P. Bartholomew & C. Nygaard (eds.) Learning Space Design in Higher Education (pp. 127-150). Oxfordshire: Libri Publishing.

   

  Enomoto, K. & R. Warner. (2013). ‘Building student capacity for reflective learning'. In C. Nygaard, J. Branch & C. Holtham (eds.) Learning in Higher Education - Contemporary Standpoints (pp. 183-201). Oxfordshire: Libri Publishing.

   

  Enomoto, K. (2012). ‘A Study Skills Action Plan: integrating self-regulated learning in a diverse higher education context'. In X. Song & K. Cadman (eds.) Bridging Transcultural Divides: Asian Languages and Cultures in Global Higher Education (pp. 101-129). Adelaide: 成人大片 Press. /press/titles/transcultural-divides  DOI: 

   

  Enomoto, K. (2012). ‘Promoting deeper learning through a scaffolded language curriculum: Double tasking language-specific and research-skills development'. In J. Hajek, C. Nettelbeck & A.  Woods (eds.), The Next Step. pp. 347-360. Melbourne: The University of Melbourne.

   

  Enomoto, K. & R. Warner. (2012). ‘Going beyond Academic English: A Targeted Program to Develop EAL Student Autonomy at an 成人大片'. KASELE Bulletin. 40:61-68. The Kyushu Academic Society of English Language Education.

   

  Enomoto, K. (2011). ‘Fostering high quality learning through a scaffolded curriculum'. In C. Nygaard, N. Courtney & C. Holtham (eds.) Beyond Transmission: Innovations in University Teaching (pp. 167-184). Oxford: Libri Publishing.

   

  Enomoto, K. (2010). ‘Promoting self-regulated learning: a feedback-based study skills action plan for students from diverse cultural, linguistic and disciplinary backgrounds'. In E. Morrel & M. Barr (eds.) Crises and Opportunities: Proceedings of the 18th Biennial Conference of the ASAA, 2010, Adelaide. Canberra: ASAA.

   

  Enomoto, K. and M. Sakamoto and K. Watanabe. (2007). 'The L2 Acquisition of Case Absorption Effects in Passives by Japanese-Speaking Learners of English'. KASELE Bulletin. 35: 9-18. The Kyushu Academic Society of English Language Education.

   

  Enomoto, K. and M. Sakamoto and K. Watanabe. (2006). ‘The L2 Acquisition of Case Absorption Effects in Japanese and English Passives by English and Japanese Speakers'. In W.M. Chan, K.N. Chin, P. Martin-Lau, M. Nagami, T. Suthiwan & M. Suzuki (eds.) Processes and Process-Orientation in Foreign Language Teaching and Learning. pp. 233-252. Singapore: The National University of Singapore. 

   

  Shomura-Isse, Y and K. Enomoto. (2004). ‘L2 Acquisition of Psych-Predicates in Adnominal Clauses by English-Speaking Learners of Japanese'. KASELE Bulletin. 32: 21-30. The Kyushu Academic Society of English Language Education.

   

   

  CONFERENCE PRESENTATIONS

   

  D’Orazzi, G., & K. Enomoto. (2024). ‘The impact of AI-enhanced learning activities on language learners’ motivation’. The 25th LiHE International Symposium: Generative Artificial Intelligence in Higher Education, Greece, 9-13 June, 2024.

   

  Bowd, K., & K. Enomoto (2023). ‘Bringing Employability to Life: Developing Employability Skill Sets and Understandings as Student Learning Outcomes’. Festival of Learning and Teaching 2023 – Future-focused Curriculum: Fit for a New University, The 成人大片, Adelaide, 31 October, 2023. /learning/news-and-events/festival-of-learning-and-teaching#concurrent-session-1b-marketplace-of-ideas

   

  Enomoto. K & R. Warner (2023). ‘Enablers of student learning outcomes based on eight cases of second language learning and teaching in higher education’. The 24th LiHE International Symposium: Enhancing Student Learning Outcomes in Higher Education, Copenhagen, 7-9 June, 2023.

   

  Bowd, K. & Enomoto, K. (2023). ‘Bringing employability to life: Developing Employability skills sets and understandings as student learning outcomes’. The 24th LiHE International Symposium: Enhancing Student Learning Outcomes in Higher Education, Copenhagen, 7-9 June, 2023.

   

  Enomoto, K & R. Warner (2022). ‘Partnering with Student Leaders to Activate the 360° Feed-forward Cycle Model’. Looking back, moving forward: New directions and challenges in languages and cultures, 7th Biennial Colloquium of the Languages & Cultures Network for Australian Universities. The University of Melbourne, 28-30 November, 2022.

   

  Enomoto. K (2022). ‘Activate your teaching with active learning strategies’. Presented at the University-wide lunchtime professional development session, The 成人大片, Adelaide, 28 April, 2022. /learning/events/list/2022/04/cop-that-activate-your-teaching-with-active-learning-strategies

   

  Enomoto. K & R. Warner (2022). ‘Partnering with Student Leaders: Active Learning through Integration of Peer Assisted Study Sessions into an Undergraduate Language Course. The 23rd LiHE International Symposium: Active Learning in Higher Education, 2-4 February, 2022.

   

  Enomoto, K & R. Warner (2021). ‘Future directions to effectively enhance study abroad experiences in linguistically and culturally non-cognate destinations’. Decentering and diversifying languages and cultures, 6th Biennial Colloquium of the Languages & Cultures Network for Australian Universities. The University of Queensland, 24-26 November, 2021.

  Enomoto, K. (2021). 'Intersections in teaching excellence and research’. Presented at the School of Social Sciences 2 in 20 Seminar Series, The 成人大片, Adelaide, 12 November, 2021.

   

  Enomoto, K. & R. Leung. (2021). ‘Enabling the 360- Feed-forward Cycle through an Effective Partnership with PASS Student Leaders’. Festival of Learning and Teaching 2021 - Blended Futures, The 成人大片, Adelaide, 28 September, 2021. /learning/news-and-events/festival-of-learning-and-teaching#thursday-325pm-rapid-fire-presentation-abstracts

   

  Warner, R & K. Enomoto (2020). ‘Innovative assessment method to evaluate the independent learning and academic writing skills of students’. The 22nd LiHE (Online) International Symposium: Teaching and Learning Innovations in Higher Education, 24-26 August, 2020.

   

  Enomoto, K & R. Warner (2019). ‘Developing Language Students’ Employability Skills through an Innovative Group Drama Project’. Exchanges: People, Knowledge and Cultures, 5th Biennial Colloquium of the Languages & Cultures Network for Australian Universities (http://www.lcnau.org/),The University of Western Australia, 27-29 November, 2019.

   

  Enomoto, K. & R. Warner (2019). ‘Living the Language – an Innovative Group Drama Project for Students to Step into the Shoes of Others’. Transforming Futures: International Perspectives on Research Based Education Conference 2019, 15 July 2019—16 July 2019, University of Adelaide.

   

  Enomoto, K. (2018). 'Living the Language: Learning Through Connecting and Risk-Taking'. Presented at the 2018 Teaching Excellence Showcase and Award Ceremony, The 成人大片, Adelaide, 4 December, 2018.

   

  Enomoto, K. & R. Warner. (2018). ‘Developing Undergraduate Students’ Transferable Generic Skills through an Innovative Group Drama Project’. The 20th International LiHE-Symposium: Innovative Teaching and Learning Practices in Higher Education, Copenhagen, Institute for Learning in Higher Education, Denmark, 14-16 May, 2018.

   

  Miller, J & K. Enomoto. (2017). 'The Case for Australian Corpus of Academic Spoken English (Poster Presentation)'. Festival of Learning and Teaching, The 成人大片, Adelaide, 21 July, 2017.

   

  Enomoto, K. (2016). 'The Use of Online Learning from a Positive Perspective: Examples from the Level III Japanese Courses'. Faculty of Arts e-learning  forum, The 成人大片, Adelaide, 15 February, 2016. 

   

  Warner, R & K. Enomoto. (2014). ‘Fostering learner autonomy through reflective practice in EAL pathway program students’. The 6th CLS International Conference, CLaSIC 2014, The National University of Singapore, Singapore, 4-7 December, 2014.

   

  Warner, R & K. Enomoto. (2014). ‘The Pre-enrolment English Program: a pathway program for learning to research’. LIHE’14 12th International Symposium: Learning to Research – Researching to Learn, Adelaide, The 成人大片, Australia, 23-27 November, 2014.

   

  Miller, J & K. Enomoto. (2014). ‘Keeping it simple: Translating linguistic concepts into terms language learners can understand’. The Second Congress of the : Applied Linguistics in Teaching - Teaching Applied Linguistics 2014, Philipps-Universität Marburg, Germany, 16-19 September, 2014.

   

  Enomoto, K. & R. Warner. (2014). ‘Blogging in Japanese: an integrated approach to developing reflective skills in university language education’. Sydney International Conference on Japanese Language Education 2014 – Connections and Communities, The University of Technology Sydney, The University of Sydney and The University of New South Wales, 10-12 July, 2014.

   

  Guerin, C, I. Green & K. Enomoto (2014). ‘The New Academic Mobility and International Research Collaboration’. Higher Education Research and Development Society of Australasia (HERDSA) Conference 2014 – Higher Education in a Globalised World, Hong Kong Baptist University, 7-10 July 2014.

   

  Enomoto, K. & R. Warner. (2013). ‘Design considerations for skills development in a virtual learning space’. LIHE'13 10th International Symposium: Learning Spaces in University Education, Ann Arbor, University of Michigan, U.S.A., 16-20 October, 2013.

   

  Enomoto, K. (2013). 'Blogging to Build Transferable Reflective Learning Capabilities (Poster Presentation)'. Festival of Learning and Teaching, The 成人大片, Adelaide, November, 2013.

   

  Enomoto, K. (2012). 'Incorporating team-based learning strategies into a large first year language course'. Asian Studies Association of Australia (ASAA), 19th Biennial Conference 2012 - Knowing Asia: Asian Studies in an Asian Century, The University of Western Sydney, 11-13 July 2012.

   

  Enomoto, K. & R. Warner. (2012). 'Building student capacity for reflective learning'. LIHE '12 EUROPE 7th International Symposium: Learning in University Education - Contemporary Standpoints, Aegina Island, Greece, 3-7 June, 2012.

   

  Enomoto, K. & R. Warner. (2012). 'Building Student Capacity for Reflective Learning'. Festival of Learning and Teaching, The 成人大片, November, 2012.

   

  Enomoto, K. & R. Warner. (2011). 'Going beyond Academic English: A Targeted Program to Develop EAL Student Autonomy at an 成人大片'. The Kyushu Academic Society of English Language Education, 40th Annual Conference, December 2011, Miyazaki, Japan.

   

  Enomoto, K. (2011). 'Technology Enhanced Language Learning: Japanese Program'. Festival of Learning and Teaching, The 成人大片, November, 2011.

   

  Enomoto, K. (2011). 'Promoting deep learning through a scaffolded language curriculum: Double tasking language-specific and research-skills development'. The Next Step: Introducing the Languages and Cultures Network for Australian Universities, LCNAU: The inaugural national colloquium of the Languages and Cultures Network for Australian Universities (http://www.lcnau.org/),The University of Melbourne, 26-28 September 2011.

   

  Enomoto, K. (2011). 'Fostering high quality learning through a scaffolded curriculum'. LIHE '11 EUROPE 5th International Symposium: Beyond Transmission: Innovations in University Teaching, Aegina Island, Greece, 29 May-2 June, 2011.

   

  Enomoto, K. (2010). 'Developing transferable generic skills: A feedback-based Study Skills Action Plan for students from diverse cultural, linguistic and disciplinary backgrounds'. Asian Studies Association of Australia (ASAA), 18th Biennial Conference 2010,The University of Adelaide, 5-8 July 2010.

   

  Enomoto, K. and R. Warner. (2008). 'Beyond the Whiteboard: A Scaffolded Learner-Centred Use of Internet Literacy to Engage Language Students from Diverse Disciplines'. The 3rd ERGA (Education Research Group of Adelaide) Conference: Motivating and Engaging Students, September, 2008, 成人大片.

   

  Enomoto, K. and M. Sakamoto and K. Watanabe. (2006). 'The L2 Acquisition of Case Absorption Effects in Passives by Japanese-Speaking Learners of English'. The Kyushu Academic Society of English Language Education, 35th Annual Conference, November 2006, Kumamoto University, Japan.

   

  Enomoto, K. and M. Sakamoto and K. Watanabe. (2006). 'The L2 Acquisition of Case Absorption Effects in Japanese and English Passives by English and Japanese Speakers'. The 2nd CLS International Conference, CLaSIC 2006, 7-9 December 2006, The National University of Singapore, Singapore.

   

  Enomoto, K. and M. Sakamoto. (2005). 'The Acquisition of Conflation Patterns in Japanese by English Speakers'. The 5th Annual Conference of the Japan Second Language Association, 14-15 May 2005, Kwansei Gakuin University, Japan.

   

  Enomoto, K, M. Sakamoto and Y. Shomura-Isse. (2004). 'Effects of Crosslinguistic Differences in Conflation Patterns on Interlanguage Syntax: Evidence from L2 Japanese'. The 29th National Congress of the Applied Linguistics Association of Australia, 15-17 July 2004, University of South Australia.

   

  Shomura-Isse, Y and K. Enomoto. (2003). 'The Effects of Length of Residence and formal Language Instruction in L2 Acquisition of Japanese Psychological Verbs'. The Kyushu Academic Society of English Language Education, 32nd Annual Conference, November 2003, Miyazaki University, Japan.

   

  Enomoto, K. and Y. Shomura-Isse. (2003). 'The Acquisition of Japanese Intransitive-Transitive Alternation by Engish-Speaking Learners with Different Levels of L2 Learning Experience'. ‘Marking Our Difference' Conference, Languages in Australian and New Zealand Universities, 1-3 October, 2003, University of Melbourne.

   

  Enomoto, K. and Y. Shomura-Isse. (2003). 'L2 Acquisition of Psych-Predicates in Adnominal Clause by English-Speaking Learners of Japanese'. The Applied Linguistics Association of Australia, National Congress - Planning for a Multilingual Future. 12-14 July 2003, Griffith University.

   

   

• Community Engagement

   

   

  Multicultural Education and Languages Committee (MELC)  (Representative of the South Australian Vice Chancellor’s Committee since 2021-)

   

  Languages and Cultures Network for Australian Universities (LCNAU) (Treasurer since 2022-2024) 

   

   

  Languages and Cultures Network for Australian Universities (LCNAU) (Secretary & Treasurer 2019-2021) 

   

  Languages and Cultures Network for Australian Universities (LCNAU) Executive Committee (Member since 2018- )

   

  Holiday Activities Reference Group for the Department of Education & the School of Languages in South Australia (Member since 2018- )

   

  Academic Advisor and Reviewer for the Institute for Learning in Higher Education (LiHE:  Review Board Member since 2011- )

   

  The Japan Exchange and Teaching (JET) Programme (Interview Panel Member since 1997-)

   

  South Australian Japanese Language Reference Group (Member since 2009- )

   

  Japanese Language Proficiency Test (JLPT) - Advisor and Facilitator for South Australia

   

  Japan-Australia Friendship Association (JAFA) – Japanese Studies Prizes Selection Committee

   

  Flipped Classroom Community of Practice (CoP) at the 成人大片 (Member since 2014-) /learning/teaching/communities-of-practice/flipped-classroom/

   

  Career Readiness Community of Practice (CoP) at the 成人大片 (Member since 2018-) /learning/teaching/communities-of-practice/career-readiness/

   

• Files

  • English for Uni Flyer - 成人大片 - English_for_Uni_-_Adelaide_University.pdf [972.4K] (application/pdf)

Entry last updated: Wednesday, 30 Oct 2024

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