Introduction

This page is intended for those who are considering applying to the Master’s Program of the Graduate School of Foreign Language Education at Kansai University under my supervision.
Here, I would like to outline my views on the stance and policies of my seminar, as well as what I expect from prospective students.

Before reading this page, please make sure to consult the official application guidelines and curriculum of the Graduate School.

Please note that at present I do not supervise doctoral students. My supervision is limited to the Master’s Program (the first phase of the graduate program).

I am beginning my journey as a graduate supervisor and am committed to creating a supportive and collaborative learning environment. While this will be my first experience supervising graduate students, I will work closely with each student to ensure their academic success.

Research and Supervisory Philosophy

Research Areas

My current research focuses primarily on second language acquisition and psycholinguistics from a cognitive perspective. In particular, I am interested in how the human mind processes morphological markers related to number agreement and how explicit and implicit knowledge are represented and used in language learning.

In addition to these main areas, I am also prepared to supervise topics related to task-based language teaching (TBLT). I have maintained a strong pedagogical interest in TBLT and possess a systematic understanding of this area sufficient to supervise Master’s-level research. My previous academic work and teaching experience also include contributions in this field.

Supervisory Policy

I value methodological soundness and coherence as foundational elements of good research. While originality is welcome, I believe that rigorous methodology and well-grounded research questions are essential, especially within the timeframe of a Master’s program.

Seminar activities will involve regular progress reports. Students will summarize and share the papers they have read, the ideas they have developed, and the challenges they have encountered. These meetings help ensure steady progress and provide opportunities for timely support.

At the same time, I place great emphasis on students’ autonomy and initiative. Rather than relying entirely on the instructor, students are expected to actively seek out necessary information and resources. I will, of course, provide appropriate guidance and support. Students are not required to align their research topics with my own interests; they may begin with their own questions. However, I maintain the view that research questions should always be derived from and grounded in previous studies.

Research Skills and Expertise

Students are expected to conduct empirical research involving data collection and quantitative analysis. To acquire the necessary skills in statistical analysis and research methodology, I strongly encourage students to attend relevant courses offered by the Graduate School, audit my undergraduate “Data Science” course, and participate in study groups such as the Fundamental Research SIG of the Japan Association for Language Education and Technology (LET), Chubu Chapter.

I also plan to incorporate such methodological training within my seminar activities whenever appropriate.

Conference Presentations and Publications

I actively encourage students to present their research findings at academic conferences and to submit their work for publication in academic journals.

Some conferences I belong to offer special sessions for student presentations where participants can receive constructive feedback. I will provide full support for students who wish to take on such opportunities, including practice sessions within the seminar and feedback on manuscripts.

Side projects outside the Master’s thesis are also welcome, as long as they do not interfere with progress on the main thesis research. Collaborative projects among seminar members, or between students and myself, are likewise encouraged.

Career Paths After Completion

Students may pursue a variety of paths after completing the Master’s Program. Advancement to a doctoral program is not assumed. Graduates may enter teaching positions, language-related professions, or diverse careers in the private sector. I will provide full support for any career path a student chooses.

Many students enter graduate school to deepen their knowledge in a specialized field. While this goal is certainly attainable, the more one learns, the more one realizes how much remains unknown. I believe that this ongoing curiosity and commitment to lifelong learning is one of the greatest strengths of those who complete a graduate program.

What Kind of Students Fit This Lab?

Intellectual curiosity and a genuine desire to explore are essential qualities. I hope students will develop autonomy and self-direction—to identify problems independently and work proactively toward solutions.

At the same time, openness to advice and the ability to integrate feedback constructively are equally important. Productive research requires a balance between independence and collaboration.

A critical mindset is also crucial. The ability to evaluate prior research objectively and to build upon it is, in my view, one of the most important skills for any researcher. Persistence and resilience in the face of challenges are equally vital. Research inevitably involves difficulties, and approaching them patiently and steadily is a key part of the process.

Finally, I value students who can think and discuss in their own words rather than depending on authority or prestige. Regardless of one’s affiliation or advisor, scholarly dialogue should be conducted with mutual respect and intellectual equality.

Research Environment and Structure

As this will be a newly formed seminar, the seminar will initially be small—likely one or a few members. The Graduate School hosts many faculty members, so students are encouraged to engage with peers and researchers beyond my seminar through conferences and study groups. I will actively support such networking opportunities.

As for research tools, I have experience with online experiment platforms such as Gorilla Experiment Builder and jsPsych, which allow for reaction time and other behavioral studies. In most cases, existing templates or past experiment scripts can be reused, so students need not build experimental programs entirely from scratch.

Students may also borrow books from my personal collection as needed. Hardware resources, however, are limited, as the shared laboratory space cannot be used for storage.

For Prospective Applicants

While it is not mandatory to contact me in advance, I would appreciate it if prospective applicants could reach out before submitting their application. It is helpful to discuss your research interests and consider whether they align with what can reasonably be supervised in my seminar.

Please contact me via the email address listed on the Graduate School’s faculty profile page or the homepage of my personal website.

Closing Remarks

This page may be updated or revised in the future, and any such changes will be noted below with the date of revision.

If, after reading this page, you feel that my seminar would be a suitable place for your study, I warmly welcome your application. I look forward to working and learning together with motivated graduate students.