Ayano Kawasaki

EDUCATION
University of Hawaiʻi at Mānoa, Honolulu, HI August 2023-Present
Doctor of Philosophy in Second Language Studies

Teachers College, Columbia University, New York, NY

Master of Arts in TESOL
4.00 GPA

University of California, Irvine, Irvine, CA

Certification in TEFL
4.00 GPA

Minnesota State University Moorhead, Moorhead, MN

Tsuda University Study Abroad Program
4.00 GPA

Tsuda University, Tokyo, Japan

Bachelor of Arts in International and Cultural Studies
3.95 GPA

RESEARCH EXPERIENCE
Teachers College, Columbia University January 2020-Present
Research Assistant, AL/TESOL Department
Conducted two research projects with Dr. Hoa Nguyen, taking charge of transcribing and coding
audio-/video-recorded classroom interactions.
s Peer Review Project
Analyzed 146-hour audio-recordings encompassing 18 interactive peer feedback sessions on various types
of essays (i.e., descriptive, argumentative, compare/contrast, cover letter) involving 34 intermediate-level
adult ESL students, investigating the nature of peer feedback (i.e., accuracy, elaboration, the metalanguage
use), illuminating the usefulness of peer feedback in L2 writing development.
s Online Interaction Project
Analyzed 345-hour video-recorded Zoom lessons encompassing eight US-based K-6 classes in Vietnam,
involving six teachers and 49 students, investigating the nature of input and output, providing the
implications for effective virtual language instruction.
TEACHING EXPERIENCE
Hawaiʻi English Language Program, Honolulu, HI August 2023 - Present
English as a Second Language Teacher
s Taught an intermediate-level Listening & Speaking (LS) classe including 13 students, creating various
output-based materials and activities (e.g., role-playing, interview activities, oral presentations) based on
students’ needs, facilitating their development of speaking and listening skills.

International Christian University, Tokyo, Japan April 2021-August 2023

English as a Foreign Language Lecturer
s Taught four advanced-level Academic Tools and Strategies (ATS) classes totaling 75 students, focusing on
the area of academic relationships, self-management skills, and the effective use of Google applications
(e.g., Google Drive, Google Calendar), supporting their academic success at a liberal arts university.
s Taught four advanced-level Academic Presentation (AP) classes totaling 72 students, focusing on the area
of body language, paralanguage, slide designs, anxiety management, and Q&A handlings, to develop
overarching face-to-face and online presentation skills.
s Taught two intermediate-level Research & Presentation (R&P) classes totaling 37 students, focusing on
the area of research (i.e., finding, evaluating, and organizing sources) and presentation (i.e., body language,
paralanguage, slide designs) to develop fundamental skills for presenting secondary research.
s Taught two advanced-level Lecture & Critical Discussion (L&CD) classes totaling 38 students, focusing
on the topics of ethical issues and technology advancement, to develop note-taking, critical-thinking, and
discussion-leading skills.
s Taught two advanced-level Academic Debate (AD) classes totaling 50 students, focusing on the topics of
ethical issues and technology advancement, to develop skills for conducting secondary research and
performing academic debates based on evidence-based arguments.
s Taught two advanced-level Speaking & Listening (SL) classes totaling 36 students, focusing on the areas
of note-taking, role-plays, discussions, and presentations, to create a foundation for the academic English
speaking and listening skills to help them actively participate in university classes.
s Taught two intermediate-level Extensive Reading (ER) classes totaling 29 students, focusing on the area of
reading, critical thinking, book-based discussion-leading, and Quizlet-based vocabulary building skills, to
achieve a goal of CEFR B1 level English proficiency (i.e., 110,000 words) based on graded readers on
Xreading.com.

Nitobebunka Private High School, Tokyo, Japan July 2020-August 2023

English as a Foreign Language Teacher
s Implemented flipped learning for beginner-level two English Communication, eight English Expression,
and three English Logic & Expression classes totaling 253 students by assigning 10-minute lecture videos
and homework (Google Form) in the Google Classroom prior to each lesson, achieving student-centered
classroom learning.
 s Conducted action research on beginner-proficiency-level 18 students (2021) and 117 beginner-proficiency
level students (2022) to demonstrate the positive impact of flipped learning, including the increase in
autonomy and motivation toward language learning, oral proficiency, and grammar knowledge.
s Collaborated with a Tokyo-based educational institution School for Teachers, holding a nation-wide online
workshop involving over 100 participants to demonstrate the implementation and advantages of flipped
learning by letting the audience experience flipped learning on their own.

Community Language Program (CLP) February 2019-December 2019

Teachers College, Columbia University, New York, NY
English as a Second Language Teacher
s Taught integrated skills (i.e., reading, listening, speaking, writing) based on the Communicative Language
Teaching approach to 30 intermediate-level adult ESL learners with various cultural backgrounds (e.g.,
Brazil, China, Colombia, France, Japan, Mexico, Ukraine) across two courses, achieving well-balanced
language proficiency.
s Created multiple assessment tools including written achievement tests as well as analytic rubric-based
essay tasks, oral presentations, and video-based projects to comprehensively assess students’ receptive and
productive knowledge.

Center for International Foreign Language Teacher Education (CIFLTE) July 2019-December 2019
Teachers College, Columbia University, New York, NY
Japanese as a Second Language Tutor
s Tutored an advanced-level adult learner based on the needs analysis, focusing on intonation, honorific
expressions, and particle usages to improve accuracy and fluency in Japanese conversation.

Tokyo Metropolitan High School, Tokyo, Japan April 2013-August 2018

English as a Foreign Language Teacher
s Taught English Communication and English Expression classes to more than 500 intermediate to
advanced students, achieving well-balanced language proficiency.
s Served as a representative of the Tokyo Government English Empowerment Program (TEEP), presenting a
11th grade demonstration English lesson to the Tokyo Metropolitan Board of Education administrators to
promote the Communicative Language Teaching approach.
s Served as an Active Learning Promotion Leader, demonstrating 11th grade reading/speaking lessons to
school administrators and colleagues to promote student-centered teaching techniques.
s Served as an Information and Communication Technology (ICT) Promotion Leader, demonstrating various
ICT usages to school administrators and colleagues to facilitate technology-based teaching.
s Served as a Homeroom Teacher, conducting twice-a-semester individual career counseling meetings with
40 students as well as supervising the students organizing annual school events (i.e., chorus competitions,
 sports festivals, and cultural festivals) to support students’ school lives.

Arakawa District Learning Support Center, Tokyo, Japan July 2012-February 2013
Part-time Tutor
s Provided free community-based after-school tutoring for 20 elementary to secondary school students from
low-income families in Arakawa district, teaching English, Japanese, and mathematics, supporting their
academic achievement.
Tokyo Individual Learning School, Tokyo, Japan July 2012-February 2013
Part-time English as a Foreign Language Teacher
s Taught English grammar with a strong focus in helping prepare 7th to 12th grade students in Western Tokyo
for high school and university entrance examinations.
s Designed curricula and individualized lesson plans for beginner- to advanced-level students to cater to
their academic success.

Minnesota State University Moorhead, Moorhead, MN

Part-time Japanese Teaching Assistant September 2011-May 2012
s Demonstrated a model conversation in beginner-level Japanese language classes to provide students with
authentic language input.
s Provided two beginner-level Japanese-language learners with individual tutoring sessions including
homework support and conversation practices to help them succeed in Japanese classes.

Moorhead High School, Moorhead, MN October 2011-December 2011

Part-time Teaching Assistant
s Supported 20 beginner-level teenage ESL students with homework including spelling, reading, and
mathematics to help them meet grade-level academic goals.

EDITORIAL EXPERIENCE
Sanseido Publishing Company, Tokyo, Japan August 2022-Present
English Textbook Editor
s Created two mid- and three final-exams—encompassing a wide range of comprehension-check and
critical-analysis questions (e.g., multiple-choice, fill-in-blanks, short-answers, essays)—the grading
rubrics, and sample answers, based on the reading passages on the intermediate-level 10th grade English
textbook MY WAY English Communication Ⅰ, to support Japanese English high school teachers.
s Created nine section-end comprehension-check questions and three chapter-end essay questions, the
grading rubrics, and sample answers, based on the reading passages on the intermediate-level 11th grade
English textbook MY WAY English CommunicationⅡ, to support Japanese English high school teachers.
AWARDS/HONORS
・Fulbright Scholarship, Fulbright U.S. Program September 2018-May 2020
Bureau of Educational Cultural Affairs
・Student Leader Award 2019-2020: Outstanding Annual Program Award May 2020
Teachers College, Columbia University
・The TESOL Professional Development Scholarship March 2020
TESOL International Association
・Applied Linguistics & TESOL Department Scholarship September 2019
Teachers College, Columbia University
・Teachers College Scholarship September 2018
Teachers College, Columbia University

PRESENTATIONS
Kawasaki, A. (March, 2023). Exploring the Effective Implementation of Flipped Learning via Action Research,
TESOL 2022 International Convention & English Language Expo, Portland, OR.

Kawasaki, A. (March, 2022). Exploring the Efficacy of Flipped Learning in the EFL Classroom,
TESOL 2022 International Convention & Language Expo, Pittsburgh, PA.

Kawasaki, A. (March, 2022). Maximizing the Effectiveness of Flipped Learning via Action Research,
AAAL 2022 Conference, Pittsburgh, PA.

Kawasaki, A. (March, 2022). Why & How: Implementing Flipped Learning in the EFL Classroom,
TESOL 2022 Virtual Convention & Language Expo.

Nguyen, H., Akbar, F., Kawasaki, A., & Davis, J. (March, 2022).
The Dynamics of Peer Review in Adult ESL Writing Classrooms, AAAL 2022 Conference, Pittsburgh, PA.

Nguyen, H., Phung, L., Kawasaki, A., Davis, J., Chawengwongsa, L., Pan, Y., Zhang, Z., Quan, Y., & Li, X.
(March, 2021). Input Manipulation in Virtual EFL Classes, AAAL 2021 Virtual Conference.

Nguyen, H., Phung, L., Kawasaki, A., Davis, J., Chawengwongsa, L., Pan, Y., Zhang, Z., Quan, Y., & Li, X.
(March, 2021). The Affordances and Pitfalls of Gamifying Online Language Activities,
AAAL 2021 Virtual Conference.

Nguyen, H., Akbar, F., Kawasaki, A., Davis, J., Pan, Y., & Liu, H. (March, 2021).
The Dynamics of Peer Review in Adult ESL Writing Classrooms, AAAL 2021 Virtual Conference.

Kawasaki, A. (January, 2021). How to Implement Flipped Learning,

School-for-Teachers Virtual Workshop, Tokyo, Japan.

Kawasaki, A. (November, 2020). Putting into Practice: Implementing Scaffolding in an EFL Reading Class,
New York State TESOL 50th Virtual Conference.

Kawasaki, A. (July, 2020). A Communicative Approach for Teaching Past Perfect,

TESOL 2020 Virtual Convention & English Language Expo.

Kawasaki, A. (November, 2019). Topic- vs. Subject-Prominence: Broadening the Perspective of

Thinking for Speaking, New York State TESOL 49th Annual Conference, New York, NY.

Kawasaki, A. (November, 2018). Effective Use of Scaffolding and Schema Activation in Reading Class,
The Fall 2018 Research and Pedagogy Forum, Teachers College, Columbia University, New York, NY

Kawasaki, A. (February, 2018). Tokyo English Empowerment Program: 11th Grade Demo English Lesson,
Tokyo Metropolitan Musashinokita High School, Tokyo, Japan

Kawasaki, A. (March, 2015). How to Organize Flipped Classroom,

University of California, Irvine, Irvine, CA

LEADERSHIP EXPERIENCE
Second Language Studies Student Association (SLSSA), University of Hawaiʻi at Mānoa, Honolulu, HI
Academic Vice President September 2023-Present
s Organized and hosted the SLSSA Academic Workshop by inviting guest speakers from the Second
Language Studies department—focusing on the effective delivery of conference presentations—to
facilitate academic discussions.

AL/TESOL Roundtable, Teachers College, Columbia University, New York, NY

Forum-Operations Chair September 2019-May 2020
s Organized and hosted the AL/TESOL Roundtable Research and Pedagogy Forums in physical (at
Teachers College) and virtual settings (via Zoom), facilitating academic discussions.
s Received Student Leader Award 2019-2020: Outstanding Annual Program Award for the forums’ positive
impact on the academic community at Teachers College.

Community Language Program (CLP), Teachers College, Columbia University, New York, NY
Cultural Event Operation Chair April 2019
s Organized and hosted a cultural diversity event consisting of ice-breaking games, cultural workshops, and
food tasting for the CLP students representing over ten countries to deepen mutual understanding among
students, thereby facilitating peer interaction in classes.
PROFESSIONAL MEMBERSHIP
American Association for Applied Linguistics November 2020-Present
TESOL International Association September 2019-Present
New York State TESOL September 2019-Present
Teachers College AL/TESOL Roundtable: Forum-Operations Chair September 2019-May 2020

EXTRACURRICULAR ACTIVITY
New York Mandolin Orchestra September 2018-March 2020
s Played the oboe solo in a concerto: J. S. Bach – Concerto for violin & oboe in C minor, BWV1060R

Hitotsubashi University Orchestra April 2008-Present

s Played the oboe solo in spring, summer, and winter concerts.
s Selected as a “Person of the Year” for the positive influence on the orchestra.

SKILLS
Computer: Word, Excel, PowerPoint, Google Classroom, Schoology, Zoom

REFERENCES
Roger Dupuy, TEFL Academic Coordinator
University of California, Irvine, Irvine, CA
949-824-9951, rdupuy@uci.edu

Steve Grineski, Professor Emeritus

School of Teaching and Learning, Minnesota State University Moorhead, Moorhead, MN
218-236-4873, grineski@mnstate.edu

Vivian Lindhardsen, Senior Lecturer/Director of Applied Linguistics & TESOL Program

Applied Linguistics and TESOL, Teachers College, Columbia University, New York, NY
212-678-3761, vl2266@tc.columbia.edu

Hoa Nguyen, Lecturer

Applied Linguistics and TESOL, Teachers College, Columbia University, New York, NY
212-678-3995, htn2113@tc.columbia.edu

Miho Oshima, Vice President/Professor

Faculty of Political Studies, Tsuda University, Tokyo, Japan
03-6447-5911, oshima@tsuda.ac.jp

Howard Williams, Senior Lecturer

Applied Linguistics and TESOL, Teachers College, Columbia University, New York, NY
212-678-3418, haw18@tc.columbia.edu