Researcher Database

（Last updated : 2026-04-07 08:35:30）　

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UEDA Marisa

Department / Course College of Economics Department of Economics

Title / Position Professor

Academic background
1.	2015 Degree Acquisition	Doctorial Course │ Completed Ph.D. in Langauge and Culture (Osaka University, Japan)
2.		Master Course │ University of Reading, England │ Completed │ M.A. in Applied Linguistics
3.		│ University of East Anglia, England │ Graduated │ Diploma in TEFL
4.		Doctoral Program (2nd Semester) │ Cognitive and Computing Sciences │ University of Sussex, England │ Unfinished

Business career
1.		Visiting Researcher │ │ University of Reading, England
2.	2016 ～	Professor │ │ Ritsumeikan University,Japan
3.		Visiting Researcher │ Department of Linguistics and Language, │ Lancaster University, England
4.		Associate Professor │ │ Ritsumeikan University, Japan
5.		instructor │ │ Ritsumeikan University, Japan
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Committee and society
1.		JACET
2.	2018 ～	JACET (The Japan Association of College English Teachers) a member of Kansai JACET Project Committee

Research activities
1.		BAAL (British Association for Applied Linguistics)
2.		JACET （The Japan Association of College English Teachers)

Subject of research
1.	1. Diagnostic listening instruction methods and learning methods based on evidence and theories of Anderson’s Cognitive Psychology Theory (2010) and Human Information Processing Theory (Shiffrin & Schneider, 1977) 2. Teacher Development in Diagnostic listening instruction methods

Research summary
Listening Strategies in EFL for Japanese Intermediate Listeners 1. Description of my current research interests My current research interests are ‘Diagnostic teaching methods in EFL listening based on theories and evidence’. In Japan, students are generally left to work out for themselves where and why their understanding breaks down and how to overcome their problems by being given many handouts such as a Japanese translation, an audio script and a word list. However, I found that it is possible for teachers to pinpoint precisely where and why learners’ understanding breaks down and how to overcome their problems based on the theories of Cognitive Psychology Theory (Anderson, 2010) and Controlled and Automatic Human Information Processing Theory (Shiffrin and Schneider, 1977). With my 18-months empirical research data from 259 participants, I have completed my Ph.D. thesis about diagnostic and effective teaching methods in EFL listening. Based on my Ph.D. thesis, published in 2015 with research fund, a five-year research fund has been awarded by the Japanese government since 2017: Japan Society from the Promotion of Science, KAKENHI, Grant-in-Aid for Scientific Research (C), Grant Number JP17K03037, ¥ 2.21 million (≒ €17839). 2. Research plans for the immediate future Thus, I have my own and a concrete research plan during my stay as a visiting professor at The University of Vienna. The followings are the concrete plans. 1. To collect information about the contents of university curricula for those who would like to become teachers of English from 10 different universities in Japan. 2. To write a research paper about the current curricula of universities in Japan from the viewpoint of EFL listening instructions. 3. To update my research web site based on both 1. and 2. above. http://listening-marisa.com/en-GB/

Research summary(Photo/Image)


5. Language Teaching and Teacher Education

Present specialized field
Listening Comprehension in Applied Linguistics (Keyword：Listening, Listening strategies, EFL (English as a Foreign Language), Adult learners)

Books
1.	2026	Language Teaching and Teacher Education │ (1st Edition),pp.269-298
2.	2015	Towards Effective Teaching Methods in EFL Listening for Intermediate Learners
3.	2007	British English in Action
4.	2005	聽見英國 —英式英語實境聽力練習 The content of my book published in 2004 was translated into Chinese and has been on the market in Taiwan.
5.	2004	British English in Action
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Papers
1.	2026	The Role of Technology in Teaching Listening as a Foreign Language and in Preparing Teachers │ Language Teaching and Teachers Education │ Chapter 16
2.	2022	How to Visualise Weak Points in Listening in English. │ The MindBrainEd Journal │ 8 (8),pp.41-51
3.	2017/02	Necessity of a Standardised Language Proficiency Test to Measure Participants' Proficiency and Compare Research Results in EFL Listening │ The Ritsumeikan economic review : the bi-monthly journal of Ritsumeikan University │ 65 (4),pp.229-237
4.	2015/09	A Consideration about Some Problems of Remedial English subjects at BKC, Ritsumeikan University │ Social System Studies │ (31)
5.	2015	Towards Effective Teaching Methods in EFL Listening for Intermediate Learners │ https://ir.library.osaka-u.ac.jp/repo/ouka/all/52092/?lang=0&s_group_op=thesis │
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Academic conference presentation
1.	2025/09	The Role of Context in L2 Auditory Perception: Japanese Learners and English Loanwords
2.	2025/08	The Effects of Loanwords in EFL Listening for Japanese University Learners
3.	2024/11	The Study Results about Auditory Perception of Japanese University Students
4.	2020/11/13	Lecturers’ Concerns About EFL Listening Pedagogy in Japan
5.	2018/08/28	Diagnostic Teaching Method in EFL Listening Based on Theories and Evidence (Workshop)
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Other research achievements
1.	2011	Shared Growth & Shared Development Project/ Ritsumeikan University: Faculty of Economics (Research Budget: 200,000 yen) Research Topic: Effective Teaching Method in EFL Listening for Intermediate Learners
2.	2010	Shared Growth & Shared Development Project/ Ritsumeikan University: Faculty of Economics (Research Budget: 500,000 yen) Research Topic: How to Communicate Efficiently in English for Japanese Learners of English

Achievements of joint.Funded research
1.	2020 ～	a reviewer of STSTEM (an International Journal of Educational Technology and Applied Linguistics) │ Consigned Research by Company

Message
1.	Listening Comprehension as a Foreign Language Learning in Applied Linguistics

E-Mail Address