Caleb PRICHARD

Caleb PRICHARD プリチャード　ケイレブ Associate Professor        Office: C406        E-mail : prichard [at] okayama-u.ac.jp

PUBLICATIONS

Edited Books
Rucynski, J., & Prichard, C. (in press). “Bridging the Humor Barrier: Humor Competency Training in English Language Teaching,” edited by J. Rucynski Jr. & C. Prichard. Lexington Books.

Refereed Journal Articles

Prichard, C., & Atkins, A. (2023). The outcomes and interplay of vocabulary coping strategies and dictionary skills in task-based teading: An eye tracking study. International Journal of Lexicography, ecad003. https://doi.org/10.1093/ijl/ecad003.

Prichard, C., & Rucynski, J. (2022). L2 Learners’ Ability to Recognize Ironic Online Comments and the Effect of Instruction. System, 105, 102733. https://doi.org/10.1016/j.system.2022.102733

Prichard, C., & Atkins, A.  (2021). The effect of different vocabulary coping strategies on incidental vocabulary acquisition. The Reading Matrix, 21(2), 1-16. https://readingmatrix.com/files/25-s394q48o.pdf

Rucynski, J., & Prichard, C. (2021). Implementing humor instruction into English language teaching. English Teaching Forum, 59(3), 2-13. https://americanenglish.state.gov/files/ae/resource_files/59_3_pg02-13.pdf

Prichard, C., & Atkins, A. (2021). Evaluating the vocabulary coping strategies of L2 readers: An eye tracking study, TESOL Quarterly, 55(2), 593-620. DOI: 10.1002/tesq.3005

Prichard, C., & Atkins, A. (2020). Online research strategies of L2 readers: Evaluating strategic competence through mixed methods. The Reading Matrix, 20(1), 84-100. (link)

Prichard, C., & Atkins, A. (2019). Selective attention of L2 learners in task-based reading online. Reading in a Foreign Language, 31(2), 269-290. (text)

Prichard, C., & Rucynski, J. (2019). L2 learners’ ability to detect satirical news and the effect of humor competency training. TESOL Journal. https://doi.org/10.1002/tesj.366

Prichard, C., & Atkins, A. (2018). L2 readers’ global processing and selective attention: An eye tracking study. TESOL Quarterly, 52(2), 445-456.

Prichard, C., & Atkins, A. (2016). Evaluating L2 readers’ previewing strategies using eye tracking. The Reading Matrix, 16(2), 110-130. (text)

Prichard, C., & Moore, J. (2016). The balance of teacher autonomy and top-down coordination in ESOL programs. TESOL Quarterly, 50(1), 190-201. (text)

Prichard, C., & Moore, J. (2016). Coordination, teacher autonomy, and collaboration in EFL programs in Japanese higher education. JALT Journal, 38(2).

Prichard, C., & Moore, J. (2016). Variables influencing teacher autonomy, administrative coordination, and collaboration. Journal of Educational Administration, 54(1), 58-74. (text)

Prichard, C., & Ferreira, D. (2014). The effects of poster presentations and class presentations on low-proficiency learners. TESOL Journal, 5(1), 172-185.

Prichard, C. (2013). Using social networking sites as a platform for L2 learning. TESOL Journal, 4(4), 752-758.

Prichard, C. (2013). Training L2 learners to use Facebook appropriately and effectively. CALICO Journal, 30(2), 115-128.

Prichard, C., & Matsumoto, Y. (2011). The effect of lexical coverage and dictionary use on L2 reading comprehension. The Reading Matrix, 11(3), 207-225.

Prichard, C. (2010). Using social bookmark sites for independent reading projects. JALT CALL Journal, 6(2), 115-128.

Prichard, C. (2008). Evaluating L2 readers’ vocabulary strategies and dictionary use. Reading in a Foreign Language, 20(2), 216-231.

Prichard, C. (2008). Publishing L2 learners’ writing on sites with user-generated content: Analyzing the potential audience. JALT CALL Journal, 4(1), 30-39.

Prichard, C., Yamamoto, A., & Pellicano, G. (2008). Defining and measuring selective dictionary use among L2 readers. JALT2007 Conference Proceedings, 726-735.

Prichard, C. (2006). Determining the balance between teacher autonomy and curriculum coordination. The Language Teacher, 30(6).

Prichard, C. (2004). Enabling English students to be active participants in discussions. JALT 2003 Proceedings, 104-111.

Prichard, C. (2003). Teaching students to be active in conversation. ORTESOL Journal, 21, 67-74.  

Prichard, C. (2002). Team teaching in EFL settings. TESOL Journal, 11(1), 48.

Book Chapters

Rucynski, J., & Prichard, C. (2021). Sarcasm is soooo Easy to Understand: Teaching Verbal Irony in the English Language Classroom. In K. Vaidya, Teach English With a Sense of Humor: Why (and How to) Be a Funnier and More Effective English Teacher and Laugh All the Way to Your Classroom, Curious Academic Publishing. 

Prichard, C., & Rucynski, J. (in press). Humor competency training for sarcasm and jocularity, in Bridging the Humor Barrier: Humor Competency Training in English Language Teaching, edited by J. Rucynski Jr. & C. Prichard. Lexington Books. (text)

Rucynski, J., & Prichard, C. (in press). Training English language learners to recognize English satirical news, in Bridging the Humor Barrier: Humor Competency Training in English Language Teaching, edited by J. Rucynski Jr. & C. Prichard. Lexington Books.

Prichard, C. (2018). Fake news for understanding for recognizing satire & developing media literacy. In Rucynski., J. New Ways of Teaching with Humor. Alexandria, VA: TESOL Press.

Prichard, C. (2018). Understanding sarcasm through memes. In Rucynski., J. New Ways of Teaching with Humor. Alexandria, VA: TESOL Press.

Prichard, C. (2007). Using Google to estimate the frequency of lexical phrases. In Davidson, P., Coombe, C., Lloyd, D. & Palfreyman, D. (Eds.), Teaching and Learning Vocabulary in Another Language. Dubai: TESOL Arabia.

Non-refereed Articles
Prichard, C., & Fast, T. (2015). Why the “silent Finns” have the loudest classrooms and implications for Japanese universities. 大学教育研究紀要, 11.

Prichard, C. (2015). A series of studies on balancing administrative coordination and teacher autonomy. TESOL PAIS Newsletter. (link) 

Prichard, C. (2014). Reading strategy use of low- and high-proficiency learners and the effect of reading instruction. 大学教育研究紀要, 10.

Fast, T., Morioka, A., Prichard, C., & Rucynski, J. (2014). Critical thinking and learning commons: Initial observations and possible applications. 大学教育研究紀要, 10.

Prichard, C. (2013). Okayama University LEC English Program evaluation plan and pretest results. 大学教育研究紀要, 9, 181-194.

Prichard, C. (2007). The dictionary use of Japanese students while reading, Ferris Jo Gakuin Daigaku Eibun Gakkai Kaishi, 40.

Prichard, C. & Phillips, E. (2005). Initial steps of the KGU IEP curriculum Renewal project, Kwansei Gakuin Language Center Annual Research Report, 8.

Prichard, C. (2005). Aiming to increase NNSs’ participation in discussions with NSs, TESOL IEP Newsletter, 25(2).

Prichard, C. (2004). Japanese reticence in discussions with native speakers, Kwansei Gakuin Language Center Annual Research Report, 7, 2004.

Prichard, C. (2001). Training language learners to be active in conversation. ERIC Documents, 1-108. 

 

PRESENTATIONS

“The Effect of Instruction on L2 Learners’ Production of Verbal Irony Online” – International Society for Humor Studies Conference 2023, Boston, USA (with J. Rucynski).

“The Use and Outcomes of Machine Translation by L2 Readers: A Mixed Methods Study” – American Association of Applied Linguistics 2022, Portland, USA (with A. Atkins).

“How L2 Readers Use Google Translate and its Effects” – TESOL 2023 Convention, Portland, USA (with A. Atkins).

“Sarcastic or Sincere? Developing Ability to Recognize Verbal Irony Online” – TESOL 2023 Convention, Portland, USA (with J. Rucynski).

“What Eye Movements Reveal about Effective Vocabulary Coping Strategies” – JALT Conference 2022, Fukuoka, Japan. 

(Upcoming in Nov. 2022) “Guiding Learners to Detect Ironic Comments on Social Media” – JALT Conference 2022, Fukuoka, Japan (with J. Rucynski). 

“The Effect of Combining Instruction & Feedback with Tasks in Improving Language Learners’ Media Literacy” – International Conference on Task-Based Language Teaching 2022, Innsbruk, Austria (with J. Rucynski).

“Strategies for Task-Based Reading: Evidence from Eye Tracking” – International Conference on Task-Based Language Teaching 2022, Innsbruk, Austria (poster).

“Evaluating the Vocabulary Coping Strategies of L2 Readers through Eye Tracking” – European Conference of Eye Movements 2022, Leicester, UK (with A. Atkins).

“What Eye Tracking Shows about the Most Effective Reading Strategies” – JALT PANSIG 2022, Nagano, Japan.

“L2 Learners’ Humor Competence with Verbal Irony Online” – International Society for Humor Studies Conference 2022, Bertinoro, Italy.

 

“L2 Readers’ Vocabulary Coping Strategies and their Effect: An Eye Tracking Study” – International Association of Applied Linguistics (AILA 2021), Online.

“Considering the Cultural Context when Incorporating Humor into the Language Teaching Curriculum” – American Association of Applied Linguistics 2021, online (with J. Rucynski).

“L2 Readers’ Vocabulary Coping Strategies: An Eye Tracking Study” – American Association of Applied Linguistics 2021, online.

“How Readers Cope with Unknown Vocabulary: An Eye Tracking Study” – TESOL 2020 Convention, online.

“Training English Language Learners to Detect English Satirical News” – TESOL 2020 Convention, online (with J. Rucynski).

“Training Learners to Recognize Sarcasm in Conversation” – TESOL 2020 Convention (with J. Rucynski), online.

“Coordination, Collaboration, and Teacher Autonomy of English Programs in Japanese Colleges” – JAAL in JACET, online.

“Examining the Role of Humor Competence in Intercultural Communication” – SIETAR Japan Annual Conference (2021), online (with J. Rucynski).

“Analyzing Japanese English Learners’ Online English Research Skills Using Eye Tracking” – 20th European Conference of Eye Movements, Alicante, Spain (poster).

“Analyzing Participants’ Online Research Skills Using Multimodal Approaches” – Professionals & Research in Applied Linguistics (PRELA 2019), Lyon, France.

“The Methodological Challenge of Incorporating Humor Competency Training into the English Language Teaching Curriculum: Case Study of English Satirical News” – Professionals & Research in Applied Linguistics (PRELA 2019), Lyon, France (with J. Rucynski).

“Training Learners of English to Recognize Verbal Irony” – American Association of Applied Linguistics 2019, Atlanta GA, USA (with J. Rucynski)

“The Efficacy of Humor Competency Training in Second and Foreign Language Teaching” – American Association of Applied Linguistics 2019, Atlanta GA, (with J. Rucynski)

“Global Reading Strategies and Selective Attention” – International Congress of Linguists 2018, Cape Town, South Africa.

“Exploring Selective Attention of L2 Readers through Eye Tracking” – Language in Focus 2018, Thessaloiki, Greece.

“Detecting Satirical News: A New Competency for English Language Learners in our Digitalized World” – Association for Teacher Education in Europe Annual Conference, Dubrovnik, Croatia (with J. Rucynski)

“Selective Attention of Second Language Readers” – European Conference of Eye Movements, Wuppertal, Germany (with A. Atkins)

“Detecting Online Satirical News: New Competency in the Digital World” – AsiaTEFL Conference, Yogyakarta, Indonesia (with J. Rucynski)

“Building Bridges through Collaborative Projects between Japanese and International Students” – Conference on Global Higher Education, Tokyo, Japan (with J. Rucynski)

“New Ways of Teaching With Humor to Enrich Your Classroom” – TESOL 2017 Convention, Seattle, WA, USA. (with J. Rucynski, et al.)

 “Selective Attention of Effective L2 Readers: An Eye-tracking Study” – TESOL 2017 Convention, Seattle, WA, USA. (with A. Atkins) 

 “Eye Tracking to Evaluate the Global Reading Strategies of L2 Readers” – American Association of Applied Linguistics  2017, Portland, OR, USA. (with A. Atkins) 

“Fake News or Odd News?: Analyzing Japanese English Speakers’ Difficulty in Detecting Satire” – American Association of Applied Linguistics  2017, Portland, OR, USA. (with J. Rucynski)

“Previewing Strategies: An Eye-Tracking Study” – JALT 2016, Nagoya, Japan. (with A. Atkins)

“Transforming Humor in ELT from Ha-Ha to Aha!” – JALT 2016, Nagoya, Japan.  (with J. Rucynski, J. Dias, S. Gardener, A. Reimann, G. Strong)

“The Online Reading Strategies of Language Learners” – EURO CALL 2016, Cyprus. (with A. Atkins)

“Training English Language Learners (ELLs) to Comprehend and Respond to Humorous Memes” – International Society for Humor Studies Conference 2016, Dublin, Ireland  (with J. Rucynski)

“Teacher Autonomy and Coordination in Japanese and US ESOL Programs” – TESOL Regional Conference 2015, Excellence in Language Instruction, Singapore.

“Teaching Digital Literacy, Culture, and Humor through Internet Memes” – TESOL Convention 2015, Toronto, Canada. (with J. Rucynski)

“Cognitive and Metacognitive Strategies of More Proficient Readers” – Asia TEFL International Conference 2014, Kuching, Sarawak, Malaysia.

“Balancing Administrative Control and Teacher Autonomy in Language Programs” – TESOL Convention 2014, Portland, OR, USA (with J. Moore).

“Analyzing the Effects of Two Presentation Tasks” – JALT Conference 2013, Kobe, Japan (with D. Ferreira).

“Utilizing Facebook for Language Learning” – EURO CALL 2012, Gothenburg, Sweden.

“Facilitating Reading Instruction with Online Social Bookmarking” – EURO CALL 2010, Bordeaux, France. 

“Using Social Bookmarking Sites for Independent Reading Projects” – CamTESOL 2010, Phnom Penh, Cambodia. 

“Vocabulary Strategies of L2 Readers” – Asia TEFL 2008, Bali, Indonesia.

“Encouraging & Measuring Selective Dictionary Use” – JALT 2007 Conference, Tokyo, Japan.

“Evaluating User Responses to Students’ Blogs, Wikis, Forums” – New and Emerging Technologies in ELT Conference, 2007, Chennai, India. 

“Analyzing User Responses to Learners’ Blogs, Wikis, and Forums” – JALTCALL, 2007, Tokyo, Japan. 

“The Effectiveness of ESL Readers’ Dictionary Use” – TESOL Convention 2007, Seattle, WA, USA. 

“Using Internet Search Engines as an Instructional Tool” – TESOL Arabia Convention 2005, March, Dubai, United Arab Emirates (poster session).

“Training Students to Be Active in Discussions” – TESOL Convention 2004, Long Beach, CA, USA.

“Empowering English Learners to Share their Voice” – Thailand TESOL 2004 International Conference, Khon Kaen, Thailand.

“Training Japanese to Be Active in Discussions” – JALT 2003 Conference, Shizuoka, Japan.

“Training Students to Be Active in Conversation” – ORTESOL 2000 Conference, Clackamas, OR, USA.

Invited Presentations & Local Presentations
“Engaging Audiences for English Conference Presentations” – 第17回　日仏整形外科学会, November, Naoshima, Kagawa, Japan.

「日本人学生と留学生とのインタラクティブな授業」 – 中国・四国地区大学教育研究会, June 2016, Okayama, Japan.

“Teacher Autonomy versus Program-wide Coordination in Japanese University EFL Programs” – Okayama JALT, April 2016, Okayama, Japan.

“Understanding the Audience to Improve One’s Writing” – Okayama Literary Society, October, 2014, Okayama, Japan.

“Understanding and Engaging Audiences for International Presentations” – Japan Association of International Liberal Arts / Okayama University Workshop on Developing Global Human Resources, November, 2013, Okayama, Japan.

“Designing Independent Listening Projects” – Okayama JALT, October, 2013, Okayama, Japan.