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Motomi Mizushima 1) Why did you choose Anaheim University?  There are three main reasons; tuition, quality of the courses, and diversity of the class. After doing some research about business schools, I realized that what needs to be considered in starting an MBA is finding the balance between tuition, quality of the coursework, and diversity among students. Paying very expensive tuition that the typical American business school requires was definitely not affordable to me without full-time work. Also, there are only two application timings after putting enormous effort and money to prepare for admission. Thus I focused on an online MBA that I can afford and start the course once I get the acceptance. Although some people say that online learning is inferior in quality, Anaheim University has a proven track record as an online university in their well-structured curriculum, prominent professors, and excellent student careers. On top of that, I started thinking that doing an MBA while working full-time is an effective way to reflect on what I’ve learned in my courses to bring to my work in practice.  I also thought that the learning in this way brings synergy effect in terms of reproducibility. Moreover, students [in the same courses] working in different countries give us a variety of perspectives that you have never had before. 2) Can you briefly tell us about your career? For about seven and a half years since I graduated from college in Japan, I worked in accounting at Dole Japan, the largest importer and seller of bananas and pineapples in Japanese market. I currently work as a senior analyst of Financial Planning and Analysis at Ralph Lauren Japan in Tokyo. 3) Why did you choose to pursue an MBA? As I got involved in budgeting and forecasting business performance from my fifth year at Dole, I started getting interested in business management. Since the best part of FP&A is that you can influence decision-making processes to make business more profitable, I believed it would be a good idea to have a viewpoint from the management side in order to analyze the company situations and support business operations. For this reason, I thought that it is necessary to have the related knowledge in various fields such as HR and marketing from the financial perspective. 4) What do you like about this program the most? Interactions with classmates is the best part of this program. There was a time when I was struggling to manage the time balancing my new work at Ralph Lauren and my MBA courses and I almost dropped out. However, one of my classmates, who was in the same group for a team project, is a working mother with two little children.  She encouraged me saying, “stay the course you set.”  They were very simple words, but I always remember them whenever I was about to give up. I also had the opportunity to meet with a classmate from Germany in Tokyo, and it was great to meet face to face. 5) What has been your favorite course thus far? International Management. For the internet research and final individual assignment, I chose a topic about current trends in management strategy in the fashion industry. I wanted to take advantage of my experience working in this field and wanted to expand my view from an academic standpoint. I did a lot of research on the difference between strategies in Ralph Lauren and other fast fashion brands, and realized that we are sticking to an old-fashioned way even though we have a long history as a prominent fashion brand. I talked about my thoughts with my coworkers and discussed what kind of management is required and what kind of managers we need to be in order to accelerate globalization and digitization. It was a good opportunity to take a moment to stop and think about our company strategy and organizational structure by comparing competitors with a financial viewpoint. 6) How do you study online? I make use of small pockets of time as much as possible. For example, I downloaded e-textbooks to my iPhone so that I can read it at any time. Also for group work, teams exchange ideas through apps such as WhatsApp and Skype in order to reach out immediately from different time zones. 7) How have you managed to balance your studies with work? I studied during lunch breaks, commuting time to work, and free time on weekends. Reading e-textbooks online during commuting, doing the written assignment during lunch breaks, then making an outline of a research paper at a cafe, and finishing it up at home: this is the most efficient way for me to keep myself focused and motivated.  However, to be honest, I struggle to balance the time when I am busy with my work and especially when feeling tired. I am still working to discipline myself to manage the time more efficiently. The one thing that works for me is to do something fun to get energy and refresh my mind. As the time goes by, I gradually realized that switching my mind so as not to get unproductive is one of the essential skills that anyone could have, especially for people doing an MBA with full-time work. 8) Do you feel that you are part of a learning community? Yes. Students at the Anaheim University have various backgrounds and high ambitions for education and their careers. For example, I had many classmates who are doing DBAs, as well as running a company or executives of global companies. They are very inspiring, and the environment being surrounded by such people makes me realize first-hand through this experience that there is no end to learning for everyone in business. I feel that I am participating in a wonderful community where I can always discover new perspectives. 9) What is the most unusual place you have taken part in a live online class from?  It was the riverbank outside the public library (Ballona Creek Bike

Why did you choose Anaheim University’s MA in TESOL program? I chose this program because of the quality of the professors and the online setup allowed me to keep a flexible schedule.  Also, Anaheim does not have a practicum, which is great.  Anaheim recognizes that its students are already working in TESOL situations, so we can use the settings that we are currently in to aid us in our studies. Can you tell us about your career to date?  Currently, I am working in Japan as an Assistant Language Teacher (ALT) with the JET Program.  I work at one junior high school and two elementary schools. How do you expect your Masters to further your career?  Having a Masters qualifies you for better teaching positions and helps your employer to have more confidence in your abilities.  I now know a great deal more about my field than I did when I started in the program. Can you share a favorite memory from Anaheim University?  The residential sessions really stick out.  It was great to meet people and the professors face to face. Did you have a favorite class at Anaheim University?  Honestly, it is hard to pick just one.  With many of the classes, I looked forward to the next lesson because the professors were so interesting.  Even though the classes were all online, the professors created an engaging community environment that I enjoyed logging in to every week. How did you enjoy the online experience?  This was my first fully online classroom experience and I truly enjoyed it.  It was so convenient. Who would you recommend Anaheim University’s MA in TESOL program?  Anyone interested in TESOL. What were the challenges in your program?  Starting the program was a challenge for me.  I was worried about how I would do because it had been years since my last classroom experience, I had never had a fully online class, and I just became a father.  The professors and office staff were very helpful, which put me at ease.  The user interface was easy to navigate and the internet connections were great.  Because of the time difference between Anaheim and Japan, I always had classes on Saturday mornings, which was great because my son was either still asleep or just waking up.  The class timing worked out great.  Because everyone was so helpful and supportive, any challenge that came up was very manageable. In your opinion, how does learning TESOL improve careers for ESL teachers?  Learning TESOL gives ESL teachers more tools to use in their “teaching toolbox.”  Learning new methods helps you to become more analytic when tracking your students’ progress. Could you please tell us about your Research Portfolio?   I enjoyed my portfolio experience mainly because of the weekly readings and journaling format.  The readings helped me to understand complex topics and the journals allowed me to wrestle with these ideas and come to my own understanding. Which residential sessions did you attend and what did you like best about them?  I attended both sessions in Tokyo (in August 2016 and August 2018).  Meeting people and making connections was a great part. How did you feel connected to your learning community?  I thought that it would be hard to feel connected because the classes were online, but I felt a real connection with my community.  Professors were quick about emailing back.  The weekly forums helped us all to stay connected throughout the week. What advice can you give to new students entering the MA in TESOL program?   If you have any questions about anything, do not hesitate to ask.  The professors and staff are more than willing to help.  Do not be intimidated by the professors.  I was surprised at how down to earth and easy to talk to they were.  If you are having problems with anything, let people know.  They want you to succeed. Other comments  I am happy to graduate, but a little sad that it is over.

Bradford Lee 1. Why did you choose Anaheim University’s Ed.D. in TESOL program? – I chose Anaheim University’s Ed.D. TESOL program to have the opportunity to work with some of the biggest and most influential researchers and practitioners in the field. 2. Can you tell us about your career to date? – I have been living and working in Japan since 1999 and have taught students of all ages and levels from 6 months to 90 years old. I have worked in Eikaiwa, public elementary and junior high schools, and 2-year colleges. I’m currently a Lecturer with tenure at a private university. 3. How do you expect your Ed.D. to further your career? – I believe the obtainment of a Ed.D. allows me to be competitive for promotion to higher levels (Associate or Full Professor) at my institution, and adds gravitas and a sense of trust when I apply for grants and federal funding which are important for my career development. 4. Can you share a favorite memory from Anaheim University? – My favorite memory from Anaheim University was during the Residential Sessions, where we had the chance to meet with our professors and classmates face-to-face. 5. Did you have a favorite class at Anaheim University? – My favorite class was probably Instructed Second Language Acquisition (EDU 700) with Dr. Rod Ellis. This class was a thorough review of theories and methodologies that form the basis of our entire field and being able to discuss them with Dr. Ellis was an amazing opportunity. 6. How did you enjoy the online experience? – I thought the online experience was great, and very convenient. Luckily the time zone difference between CA and Japan was such so that classes were always held Saturday morning for me, so attendance was mostly possible. On the times when I’d be traveling or working, I was able to use the app on my mobile with Bluetooth earbuds! 7. Who would you recommend Anaheim University Ed.D. program? – I think that anyone could benefit greatly from Anaheim’s Ed.D. program. 8. What were the challenges in your program? – For me, the biggest challenge was keeping up with the weekly discussion forum (DF) assignments, which required heavy reading and thought in order to answer in a meaningful manner. However, as difficult and inconvenient as they were, there’s no doubt that they FORCED me to do my reading in a timely manner, which translated into an increased experience at the end of the week at the real-time sessions with the professor. 9. In your opinion, how does learning TESOL improve careers for ESL teachers? – I think that learning theory and current practices helps ESL teachers in the classroom because it addresses many issues that ESL may be having and gives suggestions to the root cause and possible solutions. In the case where the solutions don’t work quite exactly right, it becomes possible for the teacher to engage in action research and become part of the discussion, rather than feeling frustrated or despair on their own. 10. Please tell us about your experience in the Oral Defense.  Were you nervous beforehand? – Of course I was nervous! I was not really sure what to expect, and therefore I think I over-prepared with my PowerPoint slides, etc. Many of the questions I was asked were hard-hitting, make-or-break style questions and even though I had been working on my project for almost a full year, there were many aspects that I realized I had overlooked. Fortunately, I was able to justify most of my decisions in the project.  Those aspects that were lacking, I was able to address in revisions. 11. What was your dissertation topic and why did you select it? – My dissertation was on Pronunciation Instruction, namely, what is the best way to teach it. This had always been an interesting topic for me, as it was my experience that many of my students would speak grammatically correct sentences but would still not be understood by native speakers due to their accents. The students would think that they were using the wrong vocabulary or grammar and try to rephrase or go into a panic, when really the issue was a simple one of intonation, etc. Seeing this scene played out hundreds of times, especially when I would bring groups of students to the U.S. for study abroad, made me interested in developing the most effective system of instruction. 12. Which residential sessions did you attend and what did you like best about them? – I went to both Residentials held in Tokyo (2016, 2018). The best part of the sessions were not only the lectures themselves, but also being able to go out for a meal and a drink with our classmates and professors. 13. How did you feel connected to your learning community? – Attending the Residentials, which have open seminars on the 3rd day, helped me feel a sense of connection with my A.U. classmates and also the field of TESOL on the whole. 14. What are your future plans now that you have completed the Ed.D.? – Now that I’ve completed the Ed.D. I have been finishing up some projects that I had left open while I pushed for the finish line, while also starting new projects that I can focus on now that my workload had considerably lightened. I’m currently working on projects involving: • TESOL teacher motivation • pronunciation • task-based instruction • curriculum design • dyslexia 15. What advice can you give to new students entering the Ed.D. program? – My advice for new students entering the Ed.D. program: just do it! I think the thing that kills a lot of projects, dreams, and sometimes careers, is wasting time. Wasting time debating whether to do a thing or not or procrastinating. I tried to just grab a can of Monster, sit down at my computer, and START. That’s the only one you’re ever going to FINISH! (^-^)

Dr. Masatoshi Sato Anaheim University welcomes new faculty member, Dr. Masatoshi Sato.  Dr. Sato earned his Ph.D. in Educational Studies: Language Acquisition and a Master of Arts in Second Language Education from McGill University, as well as a Graduate Certificate in TESOL from the University of New Mexico and a Bachelor of Arts in International and Intercultural Communication from Kobe University. Dr. Sato is currently an Associate Professor in TESOL at Anaheim University. He has also published various international journals and recently co-edited books from John Benjamins. We recently interviewed Dr. Sato to discuss online education and his thoughts on the field of TESOL. Q. What are your specialties? – I’m generally interested in how SLA research could help teachers teach second language, no matter what the second language is. I have done research on peer interactions and professional development in teacher education. My primary area of research is peer instruction and how this facilitate second language learning. This research is relevant to the overall category, which is called instructed second language acquisition. Q. What do you enjoy most about teaching at Anaheim University so far? – I enjoyed the diversity of students, who come from different backgrounds, have different teachings, and professional experiences. The interaction I had with this diverse group of students was incredibly interesting. Q. What do you think are the strengths of the online Ed.D. in TESOL program at Anaheim University? – Anaheim University recruits students from anywhere in the world and this puts the online program ahead.  This is because of the diverse selection of students, in terms of their backgrounds, which does not happen in traditional TESOL programs, where students are often from similar backgrounds. Q. What are the benefits of online education? – The flexibility that online education offers is astounding. The online education program at Anaheim University is able to be divided into two parts, synchronous and asynchronous. For the asynchronous part, students have flexibility in terms of completing assignments, participating in their respective classes and being up-to-date on viewing recorded lectures. With the synchronous aspect, students are able to have access to their resources for the course anywhere. Q. What are the benefits of learning TESOL for English teachers? – One issue a lot of English teachers tend to have is not having theoretical underpinnings or research backup for their pedagogical decisions when they choose certain teaching methods. In order for teachers to make more important pedagogical decisions, it is necessary to know or learn SLA theories and research findings to transfer to second language education. Q. In your opinion, what does the future of online education look like? – Online education has been around for a long time, but it is getting more popular. I do think as online education becomes more common, there will be some backlash that comes with it. Q. Who would you recommend the Ed.D. program at Anaheim University to? – I would recommend the program for students who have some knowledge of second language learning and teaching. It appears to me that students do not have a deep understanding of theoretical or research issues to become a doctorate student, but in general, I would definitely recommend the program for those who have teaching experience with a certain amount of knowledge related to second language learning and teaching. Q. What advice would you give to someone who is aiming to be a scholar in the field? – If someone were to become a scholar, that individual should have the mentality to contribute to society. They should learn how to solve real-world issues instead of answering theoretical questions only. Another important note to keep in mind is that, in the current research world, publication is everything. So, in order for someone to become a successful scholar, they should be able to conduct solid research and write well. Q. What do you think are the challenges that English teachers in Japan are facing? – It really depends on what “English teachers” means in this question. The struggle is that a lot of English teachers in Japan teach English in their native language. Nowadays, the Government is asking English to be taught in English, not in their native language, which perceives to be an issue for some teachers to make fundamental changes. But I do think this is a good change.  I believe that English should be taught in English. I also want to bring attention to the issue of English teachers invited to Japan to teach English but are not qualified. Their academic content knowledge of second language teaching is not asked for. Therefore, a challenge for the future is the training of those teachers so they become more capable teachers in Japan. Q. What advice would you give to new language teachers? – Try to finish the necessary research in a limited amount of time, be creative, keep in mind why you decided to use certain teaching methods or activities, and make adjustments all the time. Always know the student’s individual differences and create a non-threatening collaborative classroom environment. Promote the student’s language production, let the students be aware that making errors in second language is a good thing. Lastly, always let students express their opinions, which are definitely interesting.