Louise Ohashi


准教授 (Associate Professor)










Applied Linguistics, particularly second  language acquisiton ;

learner autonomy, learner motivation, and the use of digital technologies for language teaching and learning



(2021) Teachers as self-directed learning guides.

In Communities of Teachers & Learners, JALT, with Delgrego, N., Underwood, J., & Abe, M.

(2020) From self-study to studying the self: A collaborative autoethnography of language educators as informal learners.

In CALL for Widening Participation: Short Papers from EUROCALL 2020, Research-publishiing.net, with Alm, A. 

(2019) CALL for Help: Critical CALL for diversity, inclusion and sustainability.

In WorldCALL 2018 Conference Proceedings, WorldCALL, with Hubbard, P., Pegrum, M, Guth, Helm, F., & Hauck, M. 

(2019) Listen up! Useful materials for intensive and extensive listening.

In AI and Machine Learning in Language Education, JALTCALL.










I believe it is important to foster learner agency and help students to take control of their own learning, so I often negotiate with students on the kinds of tasks that we will cover in the course.


To give an example, in my graduate course, Seminar on English Linguistics 「英米語学演習(大学院)」 students are required to write two reports. This part was decided by me. However, we discussed various options for the content of the reports and decided that in one they would summarise and critically analyse research articles in their area of interest, and in the second one they would report on video recordings of academic conference presentations. Students chose articles and presentations that they wanted to write about, and I offered guidance to help them determine the reliability of the sources they chose.


My seminar course Language and Education 「言語・教育コースゼミナール」 explores key topics in second language acquisition and teaching, drawing on a coursebook, supplementary materials, and teacher lectures. Students actively engage with key course content through class discussions, small research projects, and presentations. Within all my classes, including lecture courses, students have the opportunity to check their understanding and discuss key content in groups. Students regularly collaborate in class and out of class, both face-to-face (or more recently on Zoom) and through shared documents (GoogleDocs) and videos (Flipgrid). English is the primary language in my classes, but relevant Japanese resources, introduced by the teacher or students, are welcome.