Associate Professor Kayoko Enomoto

Associate Professor Kayoko Enomoto
 Position Associate Professor
 Org Unit School of Social Sciences
 Email kayoko.enomoto@adelaide.edu.au
 Telephone +61 8 8313 4284
 Location Floor/Room 6 ,  Kenneth Wills ,   North Terrace
  • Biography/ Background

     

    Kayoko Enomoto is Head of fDepartment or Asian Studies in the School of Social Sciences and Associate Dean (Student Experience) in the Faculty of Arts, Business, Law and Economics. She is an Associate Professor in the discipline of Japanese Studies, with over 30 years experience in teaching Japanese to university students in the UK and Australia.

     

    In 2022, Kayoko gained the status of Senior Fellow (SFHEA) in the Higher Education Academy (Advance HE) in the United Kingdom. She also serves on the University's Teaching Review Program as a certified University Teaching Reviewer belonging to the Adelaide College of Reviewers. In addition, Kayoko has served on a wide range of committees and working groups for reviewing University policies and developing University-wide student experience and engagement plans.

     

    Kayoko is an executive member and the Treasurer of the Languages and Cultures Network for Australian Universities (LCNAU) National Committee. In 2021, Kayoko was appointed by the Minister for Education, Hon John Gardner, to the Multicultural Education and Languages Committee (MELC) as the representative of the South Australian Vice Chancellor’s Committee (SAVCC). MELC is a Ministerial Advisory Committee, which works across the three schooling sectors and provides advice to the South Australian Minister for Education.

     

    Kayoko has published in the fields of higher education and language education and has specific research interests and expertise in the following areas: approaches to student diversity; assessment and promotion of student learning; flexible learning and teaching using new technologies; curriculum innovation and design; the first-year experience. Kayoko has continually developed innovative teaching practices and implemented research-informed curriculum design and assessment strategies to respond to the unique challenges of meeting diverse learning needs. Her pedagogical innovations have culminated in various excellence in teaching awards: a national Citation for Outstanding Contributions to Student Learning (2011), a Stephen Cole the Elder Award for Excellence in Teaching (2012), a Student-led Teaching Award (2018), a Special Commendation - COVID19 Emergency Teaching Response (2020) and most recently, the Stephen Cole the Elder Award for Excellence in the category of Excellence in the Leadership, Support and Enhancement of Teaching Practice (2021). In 2021, in recognition of outstanding and sustained demonstration of innovation and leadership in the teaching of languages, Kayoko was also awarded the Vice-Chancellor and President's Award for Excellence.

     

    Kayoko’s recent publications include edited booksInnovative 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) and Active Learning in Higher Education. Libri Publishing (2022).  Kayoko regularly serves as a reviewer for the International Journal of Corpus Linguistics and Pragmatics (Springer), and an academic advisor and reviewer for the Institute for Learning in Higher Education. Kayoko is an Editorial Board member of a new series: LCNAU Studies in Languages and Cultures (ANU Press).

     

    As Honorary Co-director of the Institute for Learning in Higher Education (LiHE), Kayoko co-leads an international higher education research community of over 16,000 academics across a wide variety of academic disciplines (https://lihe.info/). LiHE is an international not-for-profit European-based academic association for the advancement of learning-centred higher education.

     

     

    In 2020, to promote the well-being of both staff and students who have been working and learning remotely during the COVID-19 social isolation period, Kayoko held two online interactive Japanese cooking classes:

    Cook with Kayoko: online cooking class with our Japanese lecturer 

     

    Cook with Kayoko: online cooking class with our Japanese lecturer Part 2

     

     

     

  • 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 has continually developed innovative teaching techniques, created imaginative resources for student learning, and implemented research-informed curriculum design and assessment strategies to respond to the unique challenges of meeting diverse learning needs in her courses. Kayoko’s pedagogical innovations have recently culminated in various excellence in teaching awards, including a national ALTC (Australian Learning and Teaching Council) Citation Award for Outstanding Contributions to Student Learning (2011), and, most recently, a University Student-led Teaching Award (2018) that is based entirely on student nominations. Kayoko is currently developing a variety of online learning materials that are being used to enhance student learning experiences in the Japanese language program. One of her major teaching goals is to encourage students to use Japanese as a tool for gaining new knowledge, rather than learning Japanese as a goal in its own right, through helping them meaningfully engage in the real use of Japanese language in a variety of contexts. In 2021, Kayoko was awarded the Stephen Cole the Elder Award for Excellence in the category of Excellence in the Leadership, Support and Enhancement of Teaching Practice (2021) and 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. In October, 2022, Kayoko's teaching excellence was also recognised on World Teachers' Day 2022 - Celebrating Teaching Excellence at the University of Adelaide.

     

     

     

  • Research Interests

     

    Kayoko has published in the fields of language education and higher education and has specific research interests and expertise in the following areas: approaches to student diversity, assessment and promotion of student learning, flexible learning and teaching using technologies, curriculum innovation and design, the first-year experience. Her action research and publications directly inform a wide range of strategies by which we can improve student engagement, learning experiences and learning outcomes beyond the boundaries of disciplines. Kayoko’s recent publications include edited books: Innovative Teaching and Learning Practices in Higher Education. Libri Publishing (2018), Intersections in Language Planning and Policy. Springer (2020) and Teaching and Learning Innovations in Higher Education. Libri Publishing (2021).

     

     

    As Honorary Co-director of the Institute for Learning in Higher Education (LiHE), Kayoko co-leads an international higher education research community of over 16,000 academics across a wide variety of academic disciplines (https://lihe.info/). LiHE is an international not-for-profit European-based academic association for the advancement of learning-centred higher education.

     

    Kayoko serves as a member of the Editorial Board of a series entitled LCNAU Studies in Languages and Cultures (ANU Press). She is also the First Editor of the Learning in Higher Education Series of books, internationally published by Libri Publishing Ltd., U.K. Kayoko regularly serves as a reviewer for the International Journal of Corpus Linguistics and Pragmatics (Springer), and an academic advisor and reviewer for the Institute for Learning in Higher Education, Denmark.

     

     

     

  • Research Funding

    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 Professional Development Grant).

     

    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: University of Adelaide 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: http://www.adelaide.edu.au/english-for-uni/ ; http://www.adelaide.edu.au/english-for-uni/essay-writing/ ; http://www.adelaide.edu.au/english-for-uni/prepositions/

     

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

     

  • Publications

     

     

    RECENT PEER-REVIEWED PUBLICATIONS

     

    Edited Books

     

    Enomoto, K., Warner, R. & C. Nygaard. (eds.) (2023). Enhancing Student Learning Outcomes in Higher Education. Oxon.: Libri Publishing.https://www.libripublishing.co.uk/Products/CatID/15/ProdID=295

     

    Enomoto, K., Warner, R. & C. Nygaard. (eds.) (2022). Active Learning in Higher Education - Student Engagement and Deeper Learning Outcomes. Oxfordshire: Libri Publishing. https://www.libripublishing.co.uk/Products/ProdID=271

     

    Enomoto, K., Warner, R. & C. Nygaard. (eds.) (2021). Teaching and Learning Innovations in Higher Education. Oxfordshire: Libri Publishing. https://www.libripublishing.co.uk/Products/ProdID=243

     

    Fornasiero, J., Reed, S., Amery, R., Bouvet, E., Enomoto, K. & Xu, H.L. (eds.) (2020). Intersections in Language Planning and Policy. Springer. https://www.springer.com/gp/book/9783030509248#aboutBook

     

    Enomoto, K., Warner, R. & C. Nygaard. (eds.) (2018). Innovative Teaching and Learning Practices in Higher Education. Oxfordshire: Libri Publishing. https://www.libripublishing.co.uk/Products/ProdID=235

     

     

    Book Chapters and Journal Articles

     

    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.https://www.libripublishing.co.uk/Products/CatID/15/ProdID=295

     

    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.  https://www.libripublishing.co.uk/Products/CatID/15/ProdID=295

     

    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. https://www.libripublishing.co.uk/Products/CatID/15/ProdID=295

     

    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. https://www.libripublishing.co.uk/Products/ProdID=271

     

    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. https://www.libripublishing.co.uk/Products/ProdID=271

     

    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. https://www.libripublishing.co.uk/Products/ProdID=243

     

    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. https://www.libripublishing.co.uk/Products/ProdID=243

     

    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. https://www.routledge.com/Inequalities-in-Study-Abroad-and-Student-Mobility-Navigating-Challenges/Kommers-Bista/p/book/9780367427887

     

     

    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.
    https://www.springer.com/gp/book/9783030509248#aboutBook

     

     

    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. https://www.libripublishing.co.uk/Products/ProdID=235

     

    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. https://www.libripublishing.co.uk/Products/ProdID=235

     

     

    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.) Innovative Teaching and Learning Practices in Higher Education. (pp. 75-82). Oxfordshire: Libri Publishing. https://www.libripublishing.co.uk/Products/ProdID=235

     

     

    Miller J.L., Wilson K, Miller J, Enomoto K. (2016). ‘Humorous materials to enhance active learning’. Higher Education Research and Development. pp.1-16. http://www.tandfonline.com/doi/full/10.1080/07294360.2016.1238883

     

    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: University of Adelaide Press. https://www.adelaide.edu.au/press/titles/transcultural-divides  DOI: https://doi.org/10.1017/9781922064318

     

    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. https://www.lcnau.org/publications/2011-proceedings/

     

    Enomoto, K. & R. Warner. (2012). ‘Going beyond Academic English: A Targeted Program to Develop EAL Student Autonomy at an Australian University'. 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

     

    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 University of Adelaide, Adelaide, 31 October, 2023. https://www.adelaide.edu.au/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, 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, 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 University of Adelaide, Adelaide, 28 April, 2022. https://www.adelaide.edu.au/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 University of Adelaide, 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 University of Adelaide, Adelaide, 28 September, 2021. https://www.adelaide.edu.au/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 University of Adelaide, 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 University of Adelaide, 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 University of Adelaide, 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 University of Adelaide, 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 German Association for Applied Linguistics: 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 University of Adelaide, 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 University of Adelaide, November, 2012.

     

    Enomoto, K. & R. Warner. (2011). 'Going beyond Academic English: A Targeted Program to Develop EAL Student Autonomy at an Australian University'. 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 University of Adelaide, 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, University of Adelaide.

     

    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-) https://www.education.sa.gov.au/department/about-department/minister-education/melc/about-melc

     

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

    https://www.lcnau.org/about/

     

     

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

    https://www.lcnau.org/about/

     

    Languages and Cultures Network for Australian Universities (LCNAU) Executive Committee (Member since 2018-) https://www.lcnau.org/

     

    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- )

    http://lihe.info/institute-learning-higher-education/academic-advisors-and-reviewers/

     

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

    http://jetprogramme.org

     

    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 University of Adelaide (Member since 2014-) https://www.adelaide.edu.au/learning/teaching/communities-of-practice/flipped-classroom/

     

    Career Readiness Community of Practice (CoP) at the University of Adelaide (Member since 2018-) https://www.adelaide.edu.au/learning/teaching/communities-of-practice/career-readiness/

     

  • Files

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Entry last updated: Tuesday, 20 Feb 2024

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