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

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], Learner Motivation, Learner and Teacher Autonomy, Computer Assisted Language Learning [CALL], Vocabulary Research

Brief explanation of research

Abstract from my latest research:

A growing body of evidence shows that game-based learning (GBL) has become an invaluable tool for educators. Despite this fact, Japanese teacher training programs routinely ignore its inclusion. Aiming to address this issue, an innovative content language and integrated learning (CLIL) curriculum was developed in order to teach Japanese students of education the basics of GBL within their English communication classes. This paper presents a comprehensive account of the curriculum's development, the rationale behind it, and explores preliminary evidence regarding students attitudes towards using GBL principles in their prospective teaching careers following course completion. A total of 147 students with English communication classes were included in the study, ranging from Common European Framework of Reference (CEFR) levels B2 to C1. Although exploratory in nature, early evidence suggests that after having undergone the course, students recognised the value of GBL principles and considered them useful for their future careers as educators. From an English as a Foreign Language (EFL) perspective, instructors observed that the method of teaching described herein fostered a livelier, more enthusiastic, and interactive learning environment compared to traditional EFL classrooms. These findings imply that GBL and game design principles might be useful to include in teacher-training programs, both in Japan and elsewhere.

Select publication list

1.Gallacher, A., Thompson, A., Toms, A., Lazic, D. & Inoue, Y. (2023). Implementing X-Reading: What Can We Learn Upon First Use? 2023 JALT International Conference Proceedings. Publication Pending.

3.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.

5.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

7.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/.

9.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

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11.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/

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13.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.

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15.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

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17.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

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19.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

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21.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

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23.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

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25.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

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Research field

Currently spending most of my time developing the ACE program's Communication course curriculum, as well as overseeing a community project for Munakata City's One Munakata campaign. The goal of the project is to produce a short documentary about the region and the lives lived by some of its elderly female residents.

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

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)