Yuka Akiyama

Lecturer in Japanese Language

Yuka Akiyama is a Lecturer of Japanese Language. She taught Japanese in American universities such as MIT, Boston University, and Middlebury College, and taught courses on second language learning and bilingualism at Georgetown University. Yuka is also a Ph.D. candidate in Applied Linguistics at Georgetown University, specializing in second language acquisition (SLA) research. Her research investigates online intercultural interaction between learners of Japanese and English (i.e., telecollaboration/eTandem).

Teaching

  • U63005 Reading & Writing 1
  • U63020 Reading & Writing 2 (Module Leader)
  • U63073 Japanese 4A (Module Leader)
  • U63083 Japan Through Contemporary Texts (Module Leader)

Research

Invited talks/workshops/lectures

  • Akiyama, Y. (January, 2017). Multifaceted nature of intercultural exchanges between Japan and America: Interaction and language development. University of Oxford, Faculty of Oriental Studies, Oxford, UK. (Invited talk for East Asian Linguistic Seminar).
  • Akiyama, Y. (November, 2016). Language learning and intercultural exchange in the technology era. Virginia International University, School of Education, VA. (Invited talk for Voices from the Field Speaker Series).
  • Akiyama, Y. (April, 2016). Cultural issues in Telecollaboration: The Teletandem Initiative at Georgetown University. American University, Department of TESOL, Washington, DC. (Invited talk in TESL-627: Issues in the ESL/EFL Classroom).
  • Akiyama, Y. (March, 2016). Telecollaboration for international education: How to create a virtual space for learning a foreign language and culture. Conference on Language, Learning, and Culture, Virginia International University, VA. (Invited workshop).
  • Akiyama, Y. (December, 2015). Synthesizing research and praxis of telecollaboration: A scoping review. Nagoya City University, Graduate School of International Cultural Studies, Aichi, Japan. (Invited talk in Dr. Miyuki Sasaki’s seminar on SLA).
  • Akiyama, Y. (June, 2015). Development of comprehensibility in video-based telecollaboration: A longitudinal investigation. Nagoya City University, Graduate School of International Cultural Studies, Aichi, Japan. (Invited talk in Dr. Miyuki Sasaki’s seminar on SLA).
  • Akiyama, Y. (July, 2013). Language education and assessment practices in American Universities. Tohoku University, Graduate School of International Cultural Studies, Miyagi, Japan. (Funded by Joint Research Team on Developing Foreign Language Proficiency Methods).
  • Akiyama Y. (June, 2013). Language education and technology integration at MIT. Iwate Prefectural University, General Education Center, Iwate, Japan. (Funded by the Faculty Development Initivative at Iwate Prefectual University).
  • Akiyama, Y. (June, 2013). Importance of studying foreign languages in the modern world. Iwate and Prefectural University, Faculty of Social Welfare, Iwate, Japan. (Funded by the Spanish Department).
  • Akiyama, Y. (April, 2013). eTandem language learning: Implementing task-based language teaching in Skype-based computer-mediated communication. Boston University, Department of Modern Languages and Foreign Literatures.
  • Akiyama, Y. (February, 2012). Potential issues, conditions, and solutions to CALL-based language exchange. Boston University, School of Education.

Conferences

Selected conference/workshop presentations

  • Sachs, R., Nakatsukasa, K., & Akiyama, Y. (March, 2017). Deep processing does not always mean more learning: The mediating role of cognitive individual differences for successful and unsuccessful learners. Association of Applied Linguistics [AAAL] Conference, Portland, Oregon.
  • Tullock, B., & Akiyama, Y. (November, 2016). Taking a virtual walk through the linguistic landscape to the five C’s. American Council on The Teaching Foreign Languages [ACTFL] Annual Convention, Boston, MA..
  • Sachs, R., Nakatsukasa, K., & Akiyama, Y. (September, 2016). Aptitude-treatment interactions in feedback processing: Individual differences, cognitive processes, and learning under different instructional conditions.Second Language Research Forum [SLRF], Colombia University, NY..
  • Saito, K., & Akiyama, Y. (June, 2016). The role of video-based interaction in the longitudinal development of second language oral ability: An experimental study. New Sounds, University of Aahrus, Denmark.
  • Akiyama, Y. (June, 2016). What are successful vs. unsuccessful eTandem dyads doing differently in turn negotiation? The Japan Association for Language Teaching CALL [JALTCALL], Tamagawa University, Tokyo, Japan.
  • Akiyama, Y. (June, 2016). Telecollaboration for international education: How to create a contaxt zone for learning a foreign language and culture. The Japan Association for Language Teaching CALL [JALTCALL], Tamagawa University, Tokyo, Japan.
  • Akiyama, Y. (April, 2016). Comprehensibility and its correlates: What changes over a semester of telecollaborative interaction? The Second Conference on Telecollaboration in University Education, Trinity College, Dublin, Ireland.
  • Akiyama, Y. (April, 2016). Vicious vs. virtuous cycles of turn negotiation in Japanese-American telecollaboration. The Second Conference on Telecollaboration in University Education, Trinity College, Dublin, Ireland.
  • Akiyama, Y., & J. Cunningham. (April, 2016). Searching for pedagogical and research prototypes of telecollaboration over 20 years. The Second Conference on Telecollaboration in University Education, Trinity College, Dublin, Ireland.
  • Akiyama, Y., & Cunningham, J. (October, 2015). Synthesizing research and praxis of telecollaboration: A scoping review. Second Language Research Forum [SLRF], Georgia State University, GA.
  • Saito, K., & Akiyama, Y. (August, 2015). Interaction, negotiation for meaning, and second language speech learning: A longitudinal study. The 25th Annual Conference of the European Second Language Association [Eurosla-25], Aix-en-Provence, France.
  • Mahpeykar, N., Tyler, A., Akiyama, Y., & Jan, H. (July, 2015). Applying cognitive linguistics in the second language classroom: Teaching English phrasal verbs. International Cognitive Linguistics Conference [ICLC-13], Newcastle, England.
  • Akiyama, Y., & Saito, K. (June, 2015). Development of comprehensibility in telecollaboration: A longitudinal perspective. The 91st Japanese Association of Second Language Acquisition Conference [Daini Gengo Shutoku Kenkyukai-91],Tokyo, Japan.
  • Akiyama, Y. (May, 2015). Task-based investigation of learner perceptions: Affordances of video-based eTandem learning. The 22nd Princeton Japanese Pedagogy Forum, Princeton, New Jersey.
  • Akiyama, Y., & Saito, K. (March, 2015). Development of language and intercultural competence in video-based telecollaboration: A longitudinal investigation. Association of Applied Linguistics [AAAL] Conference, Toronto, Canada.
  • Tyler, A., Marpeykar, N., Akiyama, Y., & Jan, H. (March, 2015). Applying cognitive linguistic in the second language classroom: Teaching the multiple meanings of English phrasal verbs. Association of Applied Linguistics [AAAL] Conference, Toronto, Canada.
  • Akiyama, Y. (November, 2014). Learner beliefs and practices of corrective feedback: A longitudinal investigation of focus on form in telecollaboration. Second Language Research Forum [SLRF], University of South Carolina, SC.
  • Akiyama, Y. (June, 2014). Focus on form in telecollaboration: The relationship between lexical categories and language-related episodes. Japanese Association of Second Language Acquisition [JASLA] Conference, Tokyo, Japan.
  • Akiyama, Y. (March, 2014). Negotiation for meaning and corrective feedback practices in task-based eTandem language learning via Skype. Association of Applied Linguistics [AAAL] Conference, Portland, Oregon.
  • Mackey, A., Park, H., Akiyama, Y., & Pipes, A.(March, 2014). The role of cognitive creativity in L2 learning processes. Georgetown University Round Table, Washington, DC.
  • Akiyama, Y. (February, 2014). Learner beliefs and practices in corrective feedback: Longitudinal evidence from telecollaboration. Telecollaboration in University Foreign Language Education Conference, University of León, Spain.
  • Akiyama, Y. (May, 2013). eTandem exchange for e-textbook creation and professional development. Massachusetts Association of Teachers of Speakers of Other Languages [MATSOL] Conference, Framingham, MA.
  • Akiyama, Y. (November, 2012). Potential issues, conditions, and solutions to CALL-based language exchange. American Council on The Teaching Foreign Languages [ACTFL] Annual Convention, Philadelphia, PA.
  • Akiyama, Y. (November, 2012). Passing down a cultural baton: “Relay method” for project work (roundtable presentation). ACTFL Annual Convention, Philadelphia, PA.
  • Akiyama, Y. (April, 2012). CALLing on issues surrounding CALL-based language exchange. Northwest Conference on Japanese Pedagogy, University of Washington, WA.
  • Akiyama, Y. (May, 2011). Effects of dynamic written corrective feedback on JFL students’ homework. MATSOL Conference, Framingham, MA.
  • Akiyama, Y. (April, 2011). Correlation between dynamic written corrective feedback on JFL students’ homework and accurate use of particles. Association of Teachers of Japanese [ATJ] Conference, University of Hawaii at Manoa, HI.
  • Akiyama, Y. (March, 2010). Integrated approach to project work: Effective use of “relay method” andtechnology. Boston University Teaching Innovation Conference, MA.
  • 2017-Present: Oxford Brookes University, Department of English and Modern Languages, Oxford, Lecturer of Japanese Language
  • 2016 Spring: Georgetown University, Department of Linguistics, Washington, DC, Lecturer/Teaching Associate in Linguistics
  • 2011-2013: Massachusetts Institute of Technology, Cambridge, MA, Lecturer of Japanese
  • 2011 Fall: Middlebury College in Japan at International Christian University, Tokyo, Japan, Lecturer of Japanese
  • 2009-2011: Boston University, Boston, MA, Lecturer of Japanese

Publications

  • Journal articles
  • Book chapters

Journal articles

Saito, K., & Akiyama, Y. (in press). Effects of video-based interaction on the development of second language listening comprehension ability: A longitudinal study. TESOL Quarterly.

Saito, K., & Akiyama, Y.(in press). Video-based interaction, negotiation for comprehensibility, and second language speech learning: A longitudinal study. Language Learning.

Akiyama, Y. (2017). Vicious and virtuous cycles of turn negotiation in American-Japanese telecollaboration: Is Silence a Virtue? Language and Intercultural Communication, http://www.tandfonline.com/doi/full/10.1080/14708477.2016.1277231

Akiyama, Y. (2017). Learner beliefs and corrective feedback in telecollaboration: A longitudinal investigation. System, http://www.sciencedirect.com/science/article/pii/S0346251X16304080

Akiyama, Y., & Saito, K. (2016). Development of comprehensibility and its linguistic correlates: A longitudinal study of video-mediated telecollaboration. Modern Language Journal, 100(3), 585–609.

Akiyama, Y. (2014). Review of issues and potential solutions of Japan-U.S. telecollaboration: From the program coordinator’s viewpoint. ICU Studies in Japanese Language Education, 11, 3–13.

Akiyama, Y. (2013). Language exchange for professional development: Reflection, reevaluation, and networking in the 21st century. MATSOL Currents, 36(1), 19–23.

Book chapters

Akiyama, Y. (2015). Task-based investigation of learner perceptions: Affordances of video-based eTandem learning. In E. Dixon & M. Thomas (Eds.), Researching language learner interaction online: From social media to MOOCs. CALICO Monograph Series Volume 13 (pp. 149–170). San Marcos, TX: CALICO.

Akiyama, Y. (2014). Using Skype to focus on form in Japanese telecollaboration: Lexical categories as a new task variable. In P. Swanson & S. Li (Eds.), Engaging language learners through technology integration: Theory, applications, and outcomes (pp. 181–209). Hershey, PA: IGI Global.

Akiyama, Y. (2013). Promoting negotiation through assessment tools: Self and peer-evaluation in “relay method” project. In K. Kondo-Brown, J. D. Brown, & W. Tominaga (Eds.), Practical assessment tools for college Japanese. Honolulu: University of Hawai‘i, National Foreign Language Resource Center. doi: http://hdl.handle.net/10125/14569

Akiyama, Y., & Fleshler, M. (2013). Effects of dynamic written corrective feedback on JFL students’ homework. In K. Kondo-Brown, Y. Saito-Abbot, S. Satsutani, M. Tsutsui, & A. K. Wehmeyer (Eds.), New perspectives on Japanese language learning, linguistics, and culture. Honolulu: University of Hawai‘i, National Foreign Language Resource Center.