FACULTY
Research and Industry-Academia Collaboration
研究・産学連携
CARR Nicholas
Associate Professor
- Affiliation
- Center for Language Research
- Title
- Associate Professor
- carrnick@u-aizu.ac.jp
Education
- Courses - Undergraduate
- EL156 Sociolinguistics: Language and Society EL155 Notetaking and Listening Skills for Academic Lectures in English; EN02 Introductory English 2; EN03 Bridge 1 to Intermediate English; EN08 Thesis Writing & Presentation
- Courses - Graduate
Research
- Specialization
-
Learning support system
EFL; ESL; Academic Writing; English For Specific Purposes; Need Analysis; Curriculum Design
- Educational Background, Biography
- Ph.D. in Education (TESOL), Deakin University, Australia, 2020
- Current Research Theme
- Investigating the learning potential of automated feedback on writing
- Key Topic
- Sociocultural theory, activity theory, corrective feedback, collaboration, cognitive linguistics
- Affiliated Academic Society
- 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)
Dissertation and Published Works
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. (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