Journal
Tabata-Sandom, M., Banno, E., Watanabe, T., & Sandom, M. (2024). Development of speed reading materials for learners of Japanese.
Journal CAJLE. 25, 45-63 Retrieved from https://www.cajle.ca/journal-cajle-volume-25-2024/
[Journal article]Authored by: Sandom, M.
Tabata-Sandom, M., & Ikeda, Y. (2024). How Practical Extensive Reading Experiences Changed the Perceptions of L2 Japanese Teachers.
Reading in a Foreign Language. 36(1)
[Journal article]Authored by: Sandom, M.Read Abstract:
Tabata-Sandom, M. (2023). A case study of the impact of online extensive reading on the L2 reading motivation, habits, and linguistic abilities of advanced L2 English learners.
Reading in a Foreign Language (Online). 35(2), 160-189 Retrieved from https://nflrc.hawaii.edu/rfl/item/575
[Journal article]Authored by: Sandom, M.Read Abstract:
Tabata-Sandom, M. (2023). A Case Study of the Impact of Online Extensive Reading on the L2 Reading Motivation, Habits, and Linguistic Abilities of Advanced L2 English Learners.
Reading in a Foreign Language. 35(2), 160-189
[Journal article]Authored by: Sandom, M.Read Abstract:
Tabata-Sandom, M., Banno, E., & Tomoko, W. (2023). The integrated effects of extensive reading and speed reading on L2 Japanese learners' reading fluency.
Journal of Extensive Reading. 10(1), 1-24 Retrieved from https://jalt-publications.org/content/index.php/jer/issue/view/12
[Journal article]Authored by: Sandom, M.Read Abstract:
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Tabata-Sandom, M. (2022). Metaphorical conceptualisations held by children and parents of Japanese-English bilingual families regarding learning Japanese in New Zealand.
New Zealand Studies in Applied Linguistics. 28(2), 20-51 Retrieved from https://www.alanz.org.nz/journal/metaphorical-conceptualisations-held-by-children-and-parents-of-japanese-english-bilingual-families-regarding-learning-japanese-in-new-zealand/
[Journal article]Authored by: Sandom, M.Read Abstract:
Tabata-Sandom, M., Nishikawa, Y., & Ishii, D. (2020). Metaphorical conceptualizations of language learning by post-tertiary learners of Japanese.
System. 94
[Journal article]Authored by: Sandom, M.Read Online:
Read Abstract:
Tabata-Sandom, M. (2020). Teachers’ cognition regarding reading instruction in L2 Japanese.
The Reading Matrix: an international online journal. 20(2), 41-60 Retrieved from http://www.readingmatrix.com/archive/20/2
[Journal article]Authored by: Sandom, M.Read Abstract:
Tabata-Sandom, M. (2020). Parental beliefs about children’s Japanese-English bilingualism in New Zealand.
New Zealand Studies in Applied Linguistics. 26(1), 48-75 Retrieved from https://www.alanz.org.nz/journal/parental-beliefs-about-childrens-japanese-english-bilingualism-in-new-zealand/
[Journal article]Authored by: Sandom, M.Read Abstract:
Tabata-Sandom, M. (2020). Review of book Teaching extensive reading in another language by I.S.P. Nation & Rob Waring.
Reading in a Foreign Language. 32(1), 61-64Retreived from https://nflrc.hawaii.edu/rfl/item/440
[Book Review]Authored by: Sandom, M.
Tabata-Sandom, M. (2017). L2 Japanese learners' responses to translation, speed reading, and pleasure reading as a form of extensive reading.
Reading in a Foreign Language. 29(1), 113-132 Retrieved from http://nflrc.hawaii.edu/rfl/April2017/
[Journal article]Authored by: Sandom, M.Read Abstract:
Tabata-Sandom, M. (2016). Interview: Learning the core concept of Extensive Reading from Richard Day.
The Language Teacher. 40(6), 14-17 Retrieved from http://jalt-publications.org/tlt
[Journal article]Authored by: Sandom, M.
Tabata-Sandom, M., & Macalister, J. (2009). That ‘eureka feeling’: A case study of extensive reading in Japanese.
New Zealand Studies in Applied Linguistics. 15(2), 41-60
[Journal article]Authored by: Sandom, M.
Tabata-Sandom, M. (2016). What types of texts and reading aids are good for Japanese graded readers?.
Journal of Extensive Reading. 4, 21-46
[Journal article]Authored by: Sandom, M.
Tabata-Sandom, M. (2016). How do learners of Japanese read texts when they use online pop-up dictionaries?.
The Reading Matrix. 16(2), 98-109
[Journal article]Authored by: Sandom, M.Read Abstract:
Tabata-Sandom, M. (2015). L2 reading perceptions of learners of Japanese:
The influence of the reading instruction.
The Reading Matrix. 15(1), 274-289
[Journal article]Authored by: Sandom, M.
Tabata-Sandom, M. (2013). The reader-text-writer interaction: L2 Japanese learners’ response toward graded readers.
Reading in a Foreign Language. 25(2), 264-282
[Journal article]Authored by: Sandom, M.Read Abstract:
Tabata-Sandom, M., & Macalister, J. (2009). That 'eureka feeling': A case study of extensive reading in Japanese.
New Zealand Studies in Applied Linguistics,. 15(2), 41-60
[Journal article]Authored by: Sandom, M.
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Conference
Tabata-Sandom, M., Ikeda, Y., & Sandom, M. (2023, November). Impact of ER experiences on L2 Japanese teacher perceptions. Presented at
JALT (the Japan Association for Language Teaching) 2023
[Conference Oral Presentation]Authored by: Sandom, M.
Tabata-Sandom, M., & Sandom, M. (2023, September). Parental beliefs regarding their children's Japanese-English bilingualism. Presented at
Biennial Conference of the Japanese Studies Association of Australia 2023/International Conference of the Network for Translingual Japanese
[Conference Oral Presentation]Authored by: Sandom, M.
Tabata-Sandom, M., Watanabe, T., Banno, E., & Sandom, M. (2023, August). Development of speed reading materials for learners of Japanese. Presented at
CAJLE (Canadian Association for Japanese Language Education) 2023. Montreal, Canada.
[Conference Oral Presentation]Authored by: Sandom, M.
Tabata-Sandom, M., Banno, E., Watanabe, T., & Sandom, M. (2023). Development of speed reading materials for learners of Japanese language.
CAJLE 2023 Proceedings. (pp. 155 - 160). : CAJLE (Canadian Association for Japanese Language Education) 2023
[Conference Paper in Published Proceedings]Authored by: Sandom, M.
Tabata-Sandom, M., & Sandom, M. (2022, November). Advanced L2 English learners' experiences of a one-year online extensive reading project. Presented at
ALANZ-ALAA-ALTAANZ Applied Linguistics Conference 2022. Wellington, New Zealand.
[Conference Oral Presentation]Authored by: Sandom, M.
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Tabata-Sandom, M., & Sandom, M. (2022, August). Advanced L2 learners' experiences of online ER through Xreading. Presented at
Extensive Reading Around the World 2022
[Conference Oral Presentation]Authored by: Sandom, M.
Tabata-Sandom, M., & Sandom, M. (2021, November). An autoethnographic study of an advanced learner of English: My L2 identity in reading and listening. Presented at
ALANZ (Applied Linguistics of Aotearoa New Zealand) Conference 2021. online.
[Conference Oral Presentation]Authored by: Sandom, M.
Tabata-Sandom, M., & Sandom, M. (2021, October). Learning to read in English: Experiences of online extensive reading from nine mature English learners living in NZ. Presented at
CLESOL 2021. online.
[Conference Oral Presentation]Authored by: Sandom, M.
Tabata-Sandom, M., & Sandom, M. (2021, June). Rocky road to increase Japanese graded readers. Presented at
JALT (the Japan Association for Language Teaching) PanSig ER Forum. Online.
[Conference Oral Presentation]Authored by: Sandom, M.
Tabata-Sandom, M., & Sandom, M. (2020, November). Autoethnographi study: Advancing the L2-self as a result of extensive listening and reflective journal writing. Presented at
ALANZ (Applied Linguistics in Aotearoa New Zealand) Conference 2020
[Conference Oral Presentation]Authored by: Sandom, M.
Tabata-Sandom, M., Nishikawa, Y., Ishii, D., & Sandom, M. (2020, November). Is enjoyment in learning the L2 sufficient for long-term learning?. Presented at
ALANZ (Applied Linguistics in Aotearoa New Zealand) Conference 2020. Otago University, Dunedin, New Zealand.
[Conference Oral Presentation]Authored by: Sandom, M.
Tabata-Sandom, M., & Sandom, M. (2020, November). Advanced learner's self-directed extensive reading. Presented at
JALT (the Japan Association for Language Teaching). online.
[Conference Oral Presentation]Authored by: Sandom, M.
Tabata-Sandom, M., & Sandom, M. (2019, November). Link between teacher efficacy and learner beliefs. Presented at
JALT (the Japan Association for Language Teaching) 2019. Aichi, Nagoya, Japan.
[Conference Oral Presentation]Authored by: Sandom, M.
Tabata-Sandom, M., & Matsushita, T. (2019). Constructing a Participatory Website “Yomimono Ippai” for Extensive Reading in Japanese..
The 8th International Conference on Computer Assisted Systems for Teaching & Learning Japanese (CASTEL/J) Proceedings. (pp. 122 - 125). : The 8th International Conference on Computer Assisted Systems for Teaching & Learning Japanese (CASTEL/J)
[Conference Paper in Published Proceedings]Authored by: Sandom, M.
Tabata-Sandom, M. (2018, November). L2 Japanese teachers' cognition in reading. Presented at
44th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition (also known as 2018JALT). Shizuoka Convention & Arts Center "Granship", Shizuoka, Japan.
[Conference Oral Presentation]Authored by: Sandom, M.
Watanabe, T., Banno, E., & Tabata-Sandom, M. (2018). Development of a reading fluency measurement tool: Making elementary completion level Japanese texts and comprehension questions.
EAJS 2017 15th International Conference of the European Association for Japanese Studies Proceedings. (pp. 483 - 483). : EAJS 2018 International Conference of the European Association for Japanese
[Conference Paper in Published Proceedings]Authored by: Sandom, M.
Tabata-Sandom, M. (2018). L2 Japanese reading fluency and motivation enhancement: Effects of speed reading and extensive reading.
The Fourth Extensive Reading World Congress Proceedings. : The Fourth Extensive Reading World Congress
[Conference Paper in Published Proceedings]Authored by: Sandom, M.
Tabata-Sandom, M. (2017, August). L2 Japanese learners' responses to extensive reading and speed reading in advanced reading courses. Presented at
The Fourth World Congress in Extensive Reading. Tokyo, Japan.
[Conference Oral Presentation]Authored by: Sandom, M.
Watanabe, T., Banno, E., & Tabata-Sandom, M. (2017, August). Development of a reading fluency measurement tool: Examination of Japanese language texts and content comprehension problems at the elementary completion level. Presented at
EAJS2017 15th International Conference of the European Association for Japanese Studies. Lisbon, Portugal.
[Conference Oral Presentation]Authored by: Sandom, M.Read Abstract:
Tabata-Sandom, M. (2017, May). Introducing online tools - self-study online speed reading training for students and teachers. Sharing research data on a Japanese learning website. Presented at
Auckland LANGSEM 2017. Auckland, New Zealand.
[Conference Oral Presentation]Authored by: Sandom, M.
Tabata-Sandom, M. (2016). Dynamism of student teachers’ learning at a practicum course of L2 Japanese. , The 2016 Applied Linguistics Association of Australia (ALAA) annual conference
[Conference Abstract]Authored by: Sandom, M.Read Abstract:
Tabata-Sandom, M. (2016, March). Speed reading training for advanced learners of Japanese. Presented at
AATJ 2016 Annual Spring Conference. Seattle, United States of America.
[Conference Oral Presentation]Authored by: Sandom, M.
Tabata-Sandom, M. (2016, December). Dynamism of student teachers’ learning at a practicum course of L2 Japanese. Presented at
The 2016 Applied Linguistics Association of Australia (ALAA) annual conference. Melbourne, Australia.
[Conference Oral Presentation]Authored by: Sandom, M.Read Abstract:
Tabata-Sandom, M. (2015). 日本語上級学習者の読解授業における速読・多読・精読 (Speed Reading, Extensive Reading, and Intensive Reading in advanced-level Japanese reading classes). (pp. 43 - 44). , Japanese Studies Association of Australia 2015 Conference
[Conference Abstract]Authored by: Sandom, M.
Tabata-Sandom, M. (2015, June). 日本語上級学習者の読解授業における速読・多読・精読 (Speed Reading, Extensive Reading, and Intensive Reading in advanced-level Japanese reading classes). Presented at
Japanese Studies Association of Australia Conference 2015. Melbourne, Australia.
[Conference Oral Presentation]Authored by: Sandom, M.
Tabata-Sandom, M. (2013). How can we help L2 Japanese learners to become fluent readers?. , Japanese Studies Association of Australia 2013 Conference
[Conference Abstract]Authored by: Sandom, M.
Tabata-Sandom, M. (2013, July). How can we help L2 Japanese learners to become fluent readers?. Presented at
Japanese Studies Association of Australia 2013 Conference. Canberra, Australia.
[Conference Oral Presentation]Authored by: Sandom, M.Read Abstract:
Tabata-Sandom, M., & Sandom, M. (2012). Rewriting reading texts: Towards creating easy-to-read Japanese graded readers.
The First Extensive Reading World Congress Proceedings. Vol. 1 (pp. 182 - 184). : The First Extensive Reading World Congress
[Conference Paper in Published Proceedings]Authored by: Sandom, M.
Tabata-Sandom, M. (2016). Speed reading training for advanced learners of Japanese. In
The American Association of Teachers of Japanese 2016 Annual Spring Conference Proceedings(pp. 24 - 25). , AATJ 2016 Annual Spring Conference
[Conference Abstract]Authored by: Sandom, M.
Tabata-Sandom, M. (2012). 読解テキストの書き換え-学習者が読みやすいグレーディッド・リーダー作成を目指して (Rewriting reading texts: Towards creating easy-to-read Japanese graded readers). In
The First World Congress in Extensive Reading Proceedings(pp. 182 - 184). , The First World Congress in Extensive Reading: Extensive Reading Foundation and the Extensive Reading Special Interest Group of the Japan Association for Language Teaching
[Conference Abstract]Authored by: Sandom, M.
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