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Nobuhiro Kamiya, Ph.D.

Publications

Journal Articles (Refereed)

  • Kamiya, N. (2024). Learners’ preferred L2 vocabulary learning modalities: Iconic gestures are not necessarily most effective for all learners. Instructed Second Language Acquisition, 8(1), 3–40.

  • Kamiya, N. (2024). Is the Common Test for University Admissions in Japan enough to measure English proficiency? The case of TOEIC Bridge. Language Testing in Asia, 14(1).

  • Kamiya, N. (2022). The limited effects of visual and audio modalities on second language listening comprehension.Language Teaching Research.

  • Kamiya, N. (2021). Characteristics of recasts facilitating accurate perception when overheard by true beginners.Language Teaching Research.

  • Kamiya, N. (2019). Predicting emergence of content words in L2 diary entries during study abroad. System, 85.

  • Kamiya, N. (2019). What affects learners’ ability to interpret nonverbal behaviors in EFL classrooms? Journal of Nonverbal Behavior, 43(3), 283–307.

  • Kamiya, N. (2018). An analysis of the meaning of “natural” in oral corrective feedback. TESL-EJ, 22(1).

  • Kamiya, N. (2018). Learner age and interpretation of nonverbal behavior in L2 classrooms. Language Teaching Research, 22(1), 47–64.

  • Kamiya, N. (2017). Can the National Center Test in Japan be replaced by commercial English tests? Language Testing in Asia, 7(1).

  • Kamiya, N. (2016). The relationship between stated beliefs and classroom practices in oral corrective feedback.Innovation in Language Learning and Teaching, 10(3), 206–219.

  • Kamiya, N. (2016). Effects of academic article reading on teachers’ beliefs about oral feedback. TESOL Journal, 7(2), 328–349.

  • Kamiya, N. (2015). Effectiveness of intensive and extensive recasts on implicit and explicit knowledge. Linguistics and Education, 29, 59–72.

  • Kamiya, N., & Loewen, S. (2014). The influence of academic articles on ESL teachers’ beliefs. Innovation in Language Learning and Teaching, 8(3), 205–218.

  • (Earlier articles available upon request)

Book Chapters

  • Kamiya, N. (2024). Conflicting deictic gestures in EFL classrooms. In Multimodality Across Epistemologies in Second Language Research (pp. 105–119). Routledge.

  • Kamiya, N. (2022). Learning of speaking. In Nakata & Suzuki (Eds.), Science of English Studies (pp. 113–130). Kenkyusha.

  • Kamiya, N., & Nakata, T. (2021). Corrective feedback and L2 vocabulary development. In Nassaji & Kartchava (Eds.), Cambridge Handbook of Corrective Feedback (pp. 387–406). Cambridge University Press.

  • Kamiya, N. (2017). Speaking tasks and grammar instruction: Oral corrective feedback. Taishukan Shoten.

  • Kamiya, N. (2016). Instruction aligned to cognitive level. Japan Foundation for Educational and Cultural Research.

  • (Additional chapters listed in CV)

Dictionaries & Encyclopedias

  • Kamiya, N. (2018). Proactive vs. reactive focus on form. In TESOL Encyclopedia of English Language Teaching. Wiley.

  • Kamiya, N. (2018). Teacher and student beliefs. In TESOL Encyclopedia of English Language Teaching. Wiley.

  • Kamiya, N. (2015). Terms and concepts in SLA (11 entries). Kaitakusha.

Magazine Columns & General Audience Writing

  • Kamiya, N. (2023). How do you correct learners’ oral errors? The English Teachers’ Magazine, May issue, 24–25.

  • Kamiya, N. (2022). Meta-analysis in English education (6-article series). The English Teachers’ Magazine.

  • Kamiya, N. & Hamada, Y. (2021). Cultivating independent learners through learning strategies. The English Teachers’ Magazine.

  • (Full series available upon request)

Book Reviews

  • Kamiya, N. (2011). Gesture and SLA research. Language Teaching Research, 15(4), 529–530.

  • Kamiya, N. (2010). Communicative approaches to Japanese language teaching. Studies in Second Language Acquisition, 32(1), 158–159.

Essays and Commentary

  • Kamiya, N. (2023). How to detect lies. Tamamura Magazine, May issue, 12.

  • Kamiya, N. (2020). Publishing research through the lens of manga. Taishukan Shoten.