カー　ニコラス

カー　ニコラス CARR Nicholas

准教授

所属
語学研究センター
職位
准教授
E-Mail
carrnick@u-aizu.ac.jp
Webサイト

教育

担当科目 - 大学
EL162 A Conceptual Approach to Understanding English; EL163 Cognitive Linguistics for Computer Science English; EN03 Bridge 1 to Intermediate English; EN08 Thesis Writing & Presentation
担当科目 - 大学院

研究

研究分野
言語学
教育心理学
EFL; ESL; Academic Writing; English For Specific Purposes; Need Analysis; Curriculum Design
略歴
Ph.D. in Education (TESOL), Deakin University, Australia, 2020
現在の研究課題
Investigating the learning potential of automated feedback on writing
研究内容キーワード
Sociocultural theory, activity theory, corrective feedback, collaboration, cognitive linguistics
所属学会
Member of JALT (The Japanese Association for Language Teaching), Gifu Chapter
Member of JASAL (The Japan Association for Self-Access Learning)
Member of ALAA (Association of Language Awareness)

主な著書?論文

Carr, N., & Rieker, J. (2026). Axes of motion: provoking shifts towards conceptual understandings of English prepositions as spatiotemporal relations. Innovation in Language Learning and Teaching. Advance online publication. https://doi.org/10.1080/17501229.2026.2636124
Jaganov, T., Blake, J., Villegas, J., and N. Carr, (2025). Large Language Model-Driven Dynamic Assessment of Grammatical Accuracy in English Language Learner Writing, IEEE Access, 13, 151538–151550. doi: 10.1109/ACCESS.2025.3603191 https://ieeexplore.ieee.org/document/11142695
Carr, N. (2024). Micro-Lessons Through the Lens of Sociocultural Theory and Systemic Theoretical Instruction. In P. Ilic (Ed.), Optimizing Education Through Micro-Lessons: Engaging and Adaptive Learning Strategies (pp. 63-79). IGI Global. https://doi.org/10.4018/979-8-3693-0195-1.ch004
P. Ilic and N. Carr, "Work in Progress: Safeguarding Authenticity: Strategies for Combating AI-Generated Plagiarism in Academia," 2023 IEEE Frontiers in Education Conference (FIE), College Station, TX, USA, 2023, pp. 1-5, doi: 10.1109/FIE58773.2023.10343337.
Carr, N., & Blake, J. (2023). Pronunciation Scaffolder 3.0: A User Experience
and Usability Study. Proceedings of 2023 14th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI), 29-34. DOI 10.1109/IIAI-AAI59060.2023.00016
Carr, N. (2023). The social consequences of talking to oneself: The dialectical continuum of social and private speech. Modern Language Journal, 107, 802–818. https://doi.org/10.1111/modl.12867
Carr, N. (2023). Feedback on writing through the lens of activity theory: An exploration of changes to peer-to-peer interactions. Assessing Writing, 56, Article 1007720
Carr, N., & Wicking P. (2022). Learning Outcomes Generated through the Collaborative Processing of Expert Peer Feedback. Journal of Language and Education, 8(4), 22-35. https://doi.
org/10.17323/jle.2022.13425
Carr, N. (2022). "Using Lessons from Collaboratively Processing Written Corrective Feedback," Journal of Response to Writing: Vol. 8: Iss. 2, Article 2. Available at: https://scholarsarchive.byu.edu/journalrw/vol8/iss2/2
Carr, N. (2021). Internalizing interactions: Use of the dominant language and
an inanimate expert. Language and Sociocultural Theory 8(2), 180-205. https://doi.org/10.1558/lst.19232
Carr, N., & Wicking, P. (2019). Applying sociocultural theory to the writing classroom in instruction and assessment. Learning Learning, 26(2), 57-64.
http://ld-sig.org/wp-content/uploads/2019/10/carr-wicking.pdf
Carr, N., & Weinmann, M. (2018). Written corrective feedback: The need for collaboration and multidirectional interaction. TESOL in Context, 27(1), 1-22.
https://ojs.deakin.edu.au/index.php/tesol/article/view/770,Carr, N., & Rieker, J. (2026). Axes of motion: provoking shifts towards conceptual understandings of English prepositions as spatiotemporal relations. Innovation in Language Learning and Teaching. Advance online publication. https://doi.org/10.1080/17501229.2026.2636124
Carr, N. (2023). The social consequences of talking to oneself: The dialectical continuum of social and private speech. Modern Language Journal, 107, 802–818. https://doi.org/10.1111/modl.12867
Carr, N., & Wicking P. (2022). Learning Outcomes Generated through the Collaborative Processing of Expert Peer Feedback. Journal of Language and Education, 8(4), 22-35. https://doi.org/10.17323/jle.2022.13425

最終更新日
2026.04.15