教員紹介 詳細

主な業績

Journal Publications

Bury, J. (2024). Reflections on a Retrospective PhD-by-Publication Journey. The Language Teacher, 48(3), 13-20. https://doi.org/10.37546/JALTTLT48.3-2

Bury, J. (2023). Conducting and Sharing Practitioner Research: Why and How. The Language Teacher, 47(3), 6-11. https://doi.org/10.37546/JALTTLT47.3-2

Bury, J., & Hair, I. (2022). Using student feedback and teacher reflections to develop courses: Case studies in business English and tourism and hospitality English courses. Journal of Teaching English for Specific and Academic Purposes, 10(2), 351-363.
https://doi.org/10.22190/JTESAP2202351B

Bury, J. (2020). Introducing storytelling into tourism and hospitality courses: students’ perceptions. Journal of Teaching in Travel & Tourism, 20(2), 135-155. http://dx.doi.org/10.1080/15313220.2019.1665486

Bury, J. (2020). Jumbled question dictation. The Language Teacher, 44(3), 26-27. https://jalt.org/system/files/journal/44.3-TLT.pdf

Bury, J., & Sellick, A. (2019). Students’ levels of confidence in using English, self-perceptions of ability, and perceptions of course difficulty. OnCUE Journal, 12(1), 3-24.
http://jaltcue.org/files/OnCUE/OCJ12.1/OCJ12.1_pp3-24_Bury_Sellick.pdf

Bury, J. (2019). Stating reasons to agree and disagree. The Language Teacher, 43(4), 17-18. https://jalt.org/system/files/journal/43.4TLT.pdf

Bury, J. (2019). The effects of different discourse moves on students’ oral output. The Language Teacher, 43(3), 3-7. https://jalt.org/system/files/journal/43.3TLT.pdf

Sellick, A., & Bury, J. (2018). Cultural differences in attitudes towards foreign language study. The Journal of Asia TEFL, 15(4), 1165-1173. http://dx.doi.org/10.18823/asiatefl.2018.15.4.1165

Bury, J. (2018). Dice question rotation. The Language Teacher, 42(4), 29-30. http://jalt-publications.org/articles/24338-dice-question-rotation

Bury, J., & Iwasaki, E. (2018). The impact of having completed internships on undergraduate students’ perceptions of the Japanese tourism and hospitality industry. Asia-Pacific Journal of Innovation in Hospitality and Tourism, 7(1), 27-49. https://university.taylors.edu.my/apjiht/downloads/vol7_no1_2018.pdf

Bury, J., & Masuzawa, Y. (2018). Non-hierarchical learning: Sharing knowledge, power and outcomes. Journal of Pedagogic Development, 8(1), 32-51. https://journals.beds.ac.uk/ojs/index.php/jpd/issue/view/34

Sellick, A., & Bury, J. (2018). Japanese university students’ reflections on peer marking, Shumei University Journal (秀明大学紀要), 15, 59-78. https://www.academia.edu/37485185/Japanese_University_Students_Reflections_on_Peer_Marking

Sellick, A., & Bury, J. (2018). Cultural differences in self-perceptions of ability, confidence, and perceptions of difficulty: Pedagogical implications for the classroom. Journal of Teaching English for Specific and Academic Purposes, 6(1), 53-62. http://espeap.junis.ni.ac.rs/index.php/espeap/article/view/626/373

Bury, J. (2017). Discussing, deciding, and reporting: Dilemmas. The Language Teacher, 41(6), 26-27. http://jalt-publications.org/node/23/articles/23990-discussing-deciding-and-reporting-dilemmas

Bury, J., & Oka, T. (2017). Undergraduate students’ perceptions of the importance of English in the tourism and hospitality industry. Journal of Teaching in Travel and Tourism, 17(3), 1-16.
http://dx.doi.org/10.1080/15313220.2017.1331781

Bury, J., & Sellick, A. (2016). Introducing and implementing a writing contest at a six year Japanese high school. Journal of Teaching English for Specific and Academic Purposes, 4(3), 551-559. http://espeap.junis.ni.ac.rs/index.php/espeap/article/view/395

Bury, J. (2016). Participation, diversification, and crowding: A model of event management. International Journal of Hospitality and Event Management, 1(4), 370-387.
https://doi.org/10.1504/IJHEM.2016.082172

Bury, J. (2016). Guiding students towards Africa: Choices of destinations in assessments. Asia-Pacific Journal of Innovation in Hospitality and Tourism, 5(2), 122-133.
http://www.taylors.edu.my/apjiht/download.html

Bury, J. (2016). The effects of three spacing methods on students’ mid- to long-term retention of lexis. The Language Teacher, 40(2), 3-8. http://jalt-publications.org/files/pdf-article/40.2_tlt-art1.pdf

Sellick, A., & Bury, J. (2016). The folly of fancy fonts. Journal of Pedagogic Development, 6(3), 50-55. https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/353

Bury, J., & Sellick, A. (2015). Asking our own questions: A task-based survey and presentation project. TESL Reporter, 48(2), 32-37. http://www.academia.edu/30545957/Asking_Our_Own_Questions_A_Task-based_Survey_and_Presentation_Project

Bury, J., & Sellick, A. (2015). Reactions and perceptions of teachers to the implementation of a task-based survey and presentation course. Journal of Innovation in Education, 3(1), 15-33.
https://doi.org/10.1504/IJIIE.2015.074702

Bury, J. (2015). Teaching students to critically reflect on news reports: Example analyses. Journal of Teaching English for Specific and Academic Purposes, 3(1), 179-191.
http://espeap.junis.ni.ac.rs/index.php/espeap/article/view/204

Bury, J. (2015). Working with dialogues – A tourism job fair. Humanising Language Teaching, 17(1). http://www.hltmag.co.uk/feb15/index.htm

Bury, J. & Sellick, A. (2015). Introducing lesson topics and context specific lexis. The Language Teacher, 39(3), 17-18. http://jalt-publications.org/tlt/issues/2015-05_39.3

Sellick, A., & Bury, J. (2015). Variant scoring systems for the language class. The Teacher Trainer, 29(2), 20-24. https://www.tttjournal.co.uk/uploads/File/Informal_index_2015.pdf

Sellick, A., & Bury, J. (2015). Encouraging incidental English communication in Japanese English classes, Part 2: Classroom behavior. Shumei University Journal, 12, 121-145.
https://www.academia.edu/37485160/Encouraging_Incidental_English_Communication_in_Japanese_English_Classes_Part_2_Classroom_Behavior

Bury, J. (2014). Encouraging more student output: Alternatives to questions. Journal of Second Language Teaching and Research, 3(1), 95-106. http://pops.uclan.ac.uk/index.php/jsltr/article/view/246/105

Bury, J. (2014). Developing texts for an English for tourism course: The effect of using task-cycling, spaced retrieval and high-frequency words on students’ self-perception of ability and levels of confidence. Journal of Teaching English for Specific and Academic Purposes, 2(2), 181-194.
http://espeap.junis.ni.ac.rs/index.php/espeap/article/view/106

Sellick, A., Bury, J., Yamamoto, K., & Watanabe A. (2014). Encouraging incidental English communication in Japanese English classes, Part 1: Student attitudes. Shumei University Journal, 11, 167-190.
https://www.academia.edu/30969495/Encouraging_Incidental_English_Communication_in_Japanese_English_Classes_Part_1_Student_Attitudes

Sellick, A., & Bury, J. (2013). Making the most of wordsearches – 10 Ways. Humanising Language Teaching, 15(6), http://www.hltmag.co.uk/dec13/index.htm

Bury, J., Sellick, A., & Yamamoto, K. (2012). An after school program to prepare senior high school students for external speech contests: Implementation and feedback. The Language Teacher, 36(2), 17-22. http://jalt-publications.org/files/pdf-article/36.2_art3.pdf

Book Publications

Bury, J., Sellick, A., & Yoshida, S. (2019). Expanding classroom language: Bilingual readings for teachers of English [Digital], Kindle Press.

Sellick, A., Benthien, G., Bury, J., Iwasaki, E., & Yoshida, T. (2019). Games for the language classroom: A bilingual guide for teachers of English, [Digital], Kindle Press.

Sellick, A., Bury, J., & Yoshida, S. (2016). Classroom English: Bilingual handbooks for English teachers. Tokyo: Shumei University Press.

Bury, J. (2015). Presentations of gender and gender-biased language in EFL textbooks: A systematic content analysis. London: LAP LAMBERT Academic Publishers.

Bury, J., & Sellick, A. (2015). Readings in education. Saarbrucken: LAP LAMBERT Academic Publishers.

Book Chapters

Bury, J. (2020). Finding another way. In Talandis, J., Ronald, J., Fujimoto, D., & Ishihara, N (Eds.), Pragmatics undercover: The search for natural talk in EFL textbooks (pp. 74-78). Pragmatics Special Interest Group of the Japan Association of Language Teaching (JALT).

Bury, J. (2020). The questionless conversation. In Talandis, J., Ronald, J., Fujimoto, D., & Ishihara, N (Eds.), Pragmatics undercover: The search for natural talk in EFL textbooks (pp. 96-103). Pragmatics Special Interest Group of the Japan Association of Language Teaching (JALT).

Bury, J. (2018). Animal idioms and developing discourse with the Answer, Add, Ask (AAA) structure [In Japanese]. In Tomiya, T. 中学校各教科の「見方・考え方」を鍛える授業プログラム: 新学習指導要領のカリキュラム・マネジメント [Lessons for training viewpoints and ways of thinking for school subjects at junior high school: Curriculum management and new course guidance] (pp. 96-99). Tokyo, Japan: 学事出版.

Textbooks

Bury, J., Sellick, A. & Horiuchi, K. (2025). 観光・海外旅行のための英語コミュニケーション演習Where to Next? – Travel and Tourism Communication. Seibido.

Sellick, A., Bury, J., & Horiuchi, K. (2024). 新たな時代への冒険Grand tour – New Discoveries. Seibido.

Bury, J., Sellick, A. & Horiuchi, K. (2022). コミュニケーションのための実践演習 Book 1〈初級編〉 Complete Communication Book 1 – Basic. Seibido.

Bury, J., Sellick, A. & Horiuchi, K. (2022). コミュニケーションのための実践演習 Book 2〈初級編〉 Complete Communication Book 2 – Intermediate. Seibido.

Sellick, A., Bury, J., & Horiuchi, K. (2021). 新たな時代への扉Grand tour – Seeing the world. Seibido.

Presentations

Bury, J. (2025). Three keys to successful practitioner-research. 20th Education and Development Conference, Bangkok: Radisson Suites Sukhumvit.

Bury, J. (2025). A procedural guide to conducting practitioner-research. 20th Education and Development Conference, Bangkok: Radisson Suites Sukhumvit.

Bury, J. (2023). Conducting, collaborating, sharing: Three tenets of practitioner-research. The 30th Korea TESOL International Conference, Seoul: Sookmyung Women’s University.

Bury, J. (2023). Practical steps to conducting practitioner-research. The 30th Korea TESOL International Conference, Seoul: Sookmyung Women’s University.

Bury, J. (2022). Bridging the gap – A cycle of practitioner-research. JALT International Conference 2022, Fukuoka: Fukuoka International Congress Center.

Bury, J. (2022). How to deal with and navigate reviewers’/editors’ comments – 10 tips. CUE Lightning Round Forum, JALT International Conference 2022, Fukuoka: Fukuoka International Congress Center.

Bury J.[Invited Speaker]2022. Discourse moves for increased student output in classroom interactions. Research Institute of International Collaboratation and Coexistence: Research on Language Learning (RIICC RoLL) Seminar, Online/Osaka: Osaka Jogakuin University.

Bury, J. (2022). Teaching varied discourse moves: Theory and method. JALT Pan-SIG Conference 2022, Nagano: University of Nagano.

Bury, J. (2022). Encouraging practitioner-research: Building communities of practice. TD/CUE Forum, JALT PanSIG Conference 2022, Nagano: University of Nagano.

Bury, J. (2022). Storytelling in tertiary education: Theory and practice, Asian Conference for Innovation in Education 2022, Nishinomiya: Alchemy Nishinomiya.

Bury, J. (2019). Finding another way, Pragmatics Undercover Forum, JALT 2019, Nagoya: WINC AICHI.

Bury, J. (2019). Reactions to the use of Dynamic Assessment, JALT PanSIG Conference 2019, Nishinomiya: Konan University.

Bury, J. (2019). Using dilemmas to stimulate communication and collaboration, Okinawa JALT Summer Symposium, Naha, Okinawa: Okinawa Gender Equality Center (Tiruru).

Bury, J. (2018). Problem-based learning in collaborative classrooms, TD/CUE Forum, JALT 2018, Shizuoka: Shizuoka Conference and Arts Center.

Bury, J., & Sellick, A. (2018). A task-based learning survey and presentation course: Student and teacher perceptions, TBLT in Asia 2018 Conference, Kyoto: Ryukoku University.

Bury, J. (2018). Using different moves in classroom interactions, JALT PanSIG Conference 2018, Tokyo: Toyo Gakuen University.

Bury, J. (2018). Non-hierarchical learning: A pedagogic approach, The 13th Annual Education and Development Conference, Bangkok: AETAS Lumphini.

Bury, J. (2018). Managing classroom interactions to increase student output, The 13th Annual Education and Development Conference, Bangkok: AETAS Lumphini.

Bury, J. (2017). An analysis of the importance placed on five factors of event participation, The 1st Global Congress of Special Interest Tourism & Hospitality Conference: Ritsumeikan APU University.

Sellick, A., & Bury, J. (2016). The impact of classroom English on student attitudes and behavior, Okinawa JALT Trends in Language Teaching Conference 2016, Naha: Okinawa Prefectural University of Arts.

Bury, J. (2016). The effects of using high-frequency words, spaced retrieval, and task-cycling on students’ perceptions of ability and levels of confidence, The 11th FL Teaching and Research Mini-Conference in Matsuyama: Ehime University.

Bury, J. (2016). Encouraging student output: Getting more by asking less, The 11th FL Teaching and Research Mini-Conference in Matsuyama, Ehime, Japan: Ehime University.

Bury, J. (2015). Practical implementation of the P.D.C. model of event management and implications for the marketing of events in Japan, 3rd TTRA APac Conference, Tokyo, Japan: TTRA.

Bury, J. (2015). Participation, diversification and crowding: Running events in Chiba, Japan, Making Waves in Macao, The 3rd International Conference on Events, Macao: Institute for Tourism Studies (IFT).

Bury, J. (2015). Improving memories: Techniques and tips, Shumei University Festival, Chiba: Shumei University.

Bury, J. (2015). P.D.C. model of event management: Running events, Shumei University Research Briefing, Chiba: Shumei University.

Bury, J. (2015). Participation, diversification and resistance to crowding, Kaken Research Meeting 2014, Chiba: Shumei University.

Bury J. (2013). Encouraging more student output in the classroom: Alternatives to questions, Shumei University Research Briefing, Chiba: Shumei University.