Andrew GALLACHER

Brief personal history

Andrew Gallacher is a full-time lecturer at Fukuoka Women’s University, Japan. He holds a B.Sc. in psychology and computer science, and an M.A. in applied linguistics and English language teaching. His research spans computer-assisted language learning, curriculum design, vocabulary acquisition, and educational psychology. He is an avid outdoors-man, devoted husband and father of two wonderful children.

Relevant Work History:

PRESENT - Fukuoka Women’s University (FWU), English Education Division
(Kashii, Fukuoka, Japan) Full Time Lecturer
PRESENT - Kurume University, International Liberal Arts Department (Kurume, Fukuoka, Japan) Part Time Lecturer
2015~2022 - Kyushu Sangyo University [KSU], Language Education and Research Center (Kashii, Fukuoka, Japan) Full Time Lecturer
2016~2022 - University of Teacher Education Fukuoka [UTEF], Department of Education (Munakata, Fukuoka, Japan) Part-Time Lecturer
2012~2015 - Kyushu Sangyo High School (Futsukaichi, Fukuoka, Japan) English Teacher
2011~2015 - Kyushu Institute of Technology [KIT], Liberal Arts Department (Tobata, Fukuoka, Japan) Part-Time Lecturer
2011~2015 - Kyushu Sangyo University [KSU], Language Education and Research Center (Kashii, Fukuoka, Japan) Part-Time Lecturer
2008~2912 - Adventure English School (Munakata, Fukuoka, Japan) Head English Teacher
2002~2008 - GEOS International, Corporate Accounts Division & Area Schools (Kumamoto City, Kumamoto, Japan) English Teacher / Manager / Curriculum Developer

Degrees

Master of Applied Linguistics and English Language Teaching
University of Nottingham, England

Bachelor of Science in Psychology with a minor in Computer Studies
Trent University, Canada

Research themes

Second Language Acquisition [SLA], Curriculum Design, Psycholinguistics, Computer Assisted Language Learning [CALL], Vocabulary Research

Brief explanation of research

Fukuoka Women's University's English Communication curriculum is currently being developed using the ADDIE instructional design model (Analysis, Design, Development, Implementation, and Evaluation). Since 2023, the ADDIE model has informed the creation of course materials within the ACE program's English Communication course. So far, these materials have been designed by aligning teacher feedback with pedagogical and departmental objectives. However, while teacher feedback remains essential, further development requires incorporating student feedback to ensure that materials not only meet the needs of the department and its instructors, but also the needs of our students. As a result, this project is undergoing ethics and funding approval before proceeding with additional material development and data collection.

Select publication list

1.Gallacher, A., Thompson, A., Toms, A., Lazic, D. & Inoue, Y. (2025). Insights from the Initial Implementation of Xreading. AsiaTEFL Proceedings 2024: Papers from the 22nd AsiaTEFL Conference. (Publication Pending)

2.Gallacher, A., Case, S. & Palarino, J. (2023). Teaching GBL Principles to Japanese Students of Education in and EFL Setting. 17th European Conference on Game Based Learning Proceedings. Publication Pending.

3.Stone, A. & Gallacher, A. (2021). Flipgrid Organizer: A digital solution for assessing pronunciation. Common (Kyushu Sangyo University Computing and Networking Center Journal), 40, 117-126. DOI: http://www.cnc.kyusan-u.ac.jp/pdf/aboutus/common/40/html5.html#page=117

4.Gallacher, A. & Stone, A. (2020). Development of a smartphone application for the study of English pronunciation and related data gathering. 2020 EdMedia and Innovate Learning Proceedings. 225-228. Online, The Netherlands: Association for the Advancement of Computing in Education (AACE). DOI: https://www.learntechlib.org/primary/p/217306/.

5.Fryer, L., Thompson, A., Nakao, K., Howarth, M. & Gallacher, A. (2020). Supporting self-efficacy beliefs and interest as educational inputs and outcomes: Framing AI and human partnered task experiences. Learning and Individual Differences. (80) May 2020. DOI: https://doi.org/10.1016/j.lindif.2020.101850

6.Harrold, P. & Gallacher, A. (2019). Self-perceptions of teacher autonomy within a standardised English language program at a Japanese university. Relay Journal: Research and Practice in Autonomy. 2(2) 257-270. DOI: https://kuis.kandagaigo.ac.jp/relayjournal/issues/sep19/harrold_gallacher/

7.Gallacher, A., Stewart, J., Harrold, P. & Taylor, S. (2019). Selecting a textbook for a Listening & Speaking class at KSU. Kyushu Sangyo Language Education Research Center Journal. 14, 23-30.

8.Gallacher, A. & Thompson, A. (2018). “My robot is an idiot!” – Students’ perceptions of AI in the L2 classroom. Future-proof CALL: Language Learning as Exploration and Encounters – Short Papers from EuroCALL 2018. 70-76. DOI: 10.14705/rpnet.2018.26.9782490057221

9.Thompson, A. & Gallacher, A. (2018). Stimulating Task Interest: Human Partners or AI? Future-proof CALL: Language Learning as Exploration and Encounters – Short Papers from EuroCALL 2018. 302-306. DOI: 10.14705/rpnet.2018.26.9782490057221

10.Gallacher, A. & Lampert, M. (2017). Online tools for the assessment of vocabulary in use: An overview. KOTESOL 2016 Proceedings. 315-319. DOI: https://koreatesol.org/content/kotesol-proceedings-2016

11.Gallacher, A. (2016). Using a word knowledge framework for the analysis of L2 Written Errors [extended abstract]. Vocab@Tokyo 2016 Handbook. 186-188. In Vocabulary Learning and Instruction, special issue. DOI: http://vli-journal.org/vocabattokyo/vocabattokyo_handbook_2016.pdf

12.Howarth, M. & Gallacher, A. (2016). Instruction and evaluation of mastery sentences: A workshop. KOTESOL Proceedings 2015. 121-125. DOI: http://koreatesol.org/content/kotesol-proceedings-2015

13.Gallacher, A. (2015). Mastery sentences: A window into the interplay between word knowledge types. Vocabulary Learning and Instruction. 4(1) 74-82. DOI: http://dx.doi.org/10.7820/vli.v04.1.2187-2759

Research field

Currently developing the curriculum and educational materials for the ACE program’s English Communication course, while leading a research project that uses the ADDIE framework to streamline the development process. The goal is to create a more efficient system that will expedite future English curriculum development.

Membership of Academic Societies

Japan Association of College English Teachers (JACET)
Japan Association of Language Teachers (JALT)
Korea Teachers of English to Speakers of Other Languages (KOTESOL)
English Teacher in Japan (ETJ)

Funds

Gallacher, A. (2023). Legacy: the Women of Munakata City. One Munakata project grant. Sponsored by Munakata city hall and municipal government.

Gallacher, A. & Stone, A. (2020). Development of a smartphone application for the study of English pronunciation and related data gathering. 九州産業大学総合情報基盤センター研究開発計画補助金 (Kyushu Sangyo University internal grant)

Awards

Merit of Distinction: Received upon assessment of master’s thesis entitled: Analysing Errors in L2 Learner's Written Productions Using a Word Knowledge Framework

Lecture subjects

English Communication

Guided Self Learning

Reading & Writing

Oral Presentation Skills

Listening & Speaking

Advanced English (American Politics)

Four Skills

TOEIC Test taking Strategies

Comprehensive English

Oral Communication

English for Professionals (Shakaijin)

COVID Emergency Remote Classes

Kumamoto Red Cross Hospital's Intensive English Course (Preparatory course for Red Cross Basic Training for international delegates)

Contributions to local society

2022 - JALT International Conference (Sign Coordinator)

2023 -JALT International Conference (Technology in Teach & Personal Development Coordinator)

Researcher's needs

Access to research on instructional design and digital learning tools would greatly support the ongoing development of FWU's English Communication curriculum. Collaboration with educational institutions, industry professionals, and software developers is also sought, with the future goal of potentially transforming these materials into e-learning resources for broader accessibility and engagement.

Keywords

Curriculum Design, Instructional Design, Computer-Assisted Language Learning (CALL), Psycholinguistics, Vocabulary Research