リヴァーズ・ダミアン

研究内容

ダミアン・リヴァーズ研究室へようこそ。当研究室では、私たちの社会にとって重要なテーマや概念を用いた、データ駆動型の社会科学・教育学の研究を行っています。研究活動においては、社会学や心理学、言語学、テクノロジー、コンピューティング、教育学などの多岐にわたる学問分野からの知見を活用した学際的アプローチを主軸としています。私たちの研究の目的は、統計モデリング技術を用いて、社会的なプロセスや相互作用、そしてそれらの帰結について明らかにしていくことです。この目的のために、当研究室では、多重回帰分析、パス解析、構造方程式モデリング (SEM) 等のデータ分析手法を中心に、その他の線形および潜在変数手法も活用しながら、研究に取り組んでいます。当研究室においては、学生は、これらの研究手法に関する網羅的な背景知識を身につけ、また、統計分析やモデリング技術を活用した学際的研究についても理解を深めていくことができるように、研究指導が行われます。そして学生は、データの収集・分析・処理のためのトレーニングを受けられるだけでなく、研究成果についての学会発表を行い、学術誌に論文を掲載する上で必要な指導も受けることができます。これらの研究活動や研究指導は、英語または日本語のどちらの言語でも行うことができます。

Rivers Lab 卒業研究について >> 学生からのお問い合わせはいつでも歓迎します。
Cycle Hakodate >> 函館を優れた自然美を誇るサイクリングの目的地として紹介する

実績

Academic English & Research Support・学術英語と研究サポート

教員と学生のつながりによる学術英語と研究サポート

英語を使う機会が増え続け、海外の人との意思疎通、学習、教育、研究など、その目的と用途も多様化しています。このような環境で成功するには、文脈にふさわしい英語を生産的に使えることがとても重要になり、それはすなわち、学生が英語の使い方について適切なサポートと指導を受けることの重要性がこれまで以上に高まっていることを意味します。本サービスでは、本学学部生と大学院生の学習・研究・キャリア目標の達成を支援するため、毎週月曜日、水曜日と木曜日に（相談者1人につき）30分の個別相談の時間を設け、学術英語に関する支援とガイダンスを提供します。様々な種類の相談に対応します。学術英語と研究サポートとは、本学の教員による学術英語と研究に関する相談と支援を行うサービスです。本学の学部生・大学院生が様々な分野で学習・研究・キャリア目標の達成に向けて頑張っています。それらの目標の達成に少しでも貢献できれば幸いです。

Situation Specific Arousal Analyzer (SSAA)・状況特異的興奮分析器

人間の感情には、経験的要素、行動的要素、生理的要素の3つがあります。人文科学の分野では、研究手法として主に自己報告やインタビューによる評価が用いられ、経験的要素が重要視される傾向があります。しかし、最近はウェアラブル技術の進歩により、一瞬一瞬の生理学的データの取得が容易になり、多くの人が利用できるようになっています。たとえば、Empatica E4リストバンドで収集したデータを使用して、WindowsとOS Xの両方で利用できる「Situation Specific Arousal Analyzer（SSAA）」アプリケーションが開発されました。このアプリケーションは、状態特異的な不安に焦点を当てた自律神経系の覚醒の生理学的測定と追跡に関する非臨床研究と分析をサポートすることを目的としています。特に、外国語教育の文脈での利用が期待されています。

Political Twitter Discourse Corpus (PTDC)・政治的談話コーパス

談話指示の言語資料ツールとして、「政治的談話コーパス（Political Twitter Discourse Corpus）」を開発し、ツイッター上で展開される政治的なツイートの分析に利用されています。特に、キーワードを用いた比較分析に有用です。PTDCは、アメリカの州知事、国会議員、議会議員による最新のツイートの原文から構成されており、リツイートは含まず、1人のユーザーにつき最大3000ツイートまでを収録しています。現在、PTDCには205,303ツイート、4,659,381語が収録されています。

研究助成金

2022-2025: ¥6,500,000 (No: 22H00907) 研究代表者。日本の若者におけるSARS-CoV-2に対する態度と行動：個性、国家アイデンティティ、および公衆衛生ディスコースのコミュニケーションの貢献。日本学術振興会・基盤研究 (B)。
2019-2022: ¥4,420,000 (No: 19K00765) 研究代表者。不安が英語コミュニケーション課題遂行に与える影響の経験的評価。日本学術振興会・基盤研究 (C)。
2014-2018: ¥2,600,000 (No: 26770193) 研究代表者。日本の高等教育におけるネイティブスピーカーの概念の規定要因。日本学術振興会・若手研究 (B)。(結果)
2012-2015: ¥3,120,000 (No: 24520627) 研究分担者。ネイティブスピーカー信仰を超えて。日本学術振興会・基盤研究 (C)。(結果1) (結果2)

2023-2024: ¥517,000 研究代表者。ZWIFTはCOVID-19後の社会における技術的、社会的、文化的な実践としての役割。公立はこだて未来大学度特別研究費。
2020-2021: ¥632,000 研究代表者。学業成績予測における300項目を用いた BIG-FIVE PERSONALITY 測定。公立はこだて未来大学度特別研究費。(メタ学習センター活動報告)
2020-2021: ¥557,000 研究分担者。計算論的思考 (コンピュテーショナル・シンキング) 効能。公立はこだて未来大学度特別研究費。
2019-2020: ¥300,000 研究代表者。期待×価値志向性とメタ学習方略にもとづくVEP達成度の予測。公立はこだて未来大学度特別研究費。(メタ学習センター活動報告)
2018-2019: ¥472,000 研究代表者。認知的・社会的先行要因が学業成績に与える影響。公立はこだて未来大学度特別研究費。(結果)

主な著作・論文

著書 / 研究

Rivers, D. J. (2022). Multimodal Gestalts and Post-Pandemic Utopianism: Drum and Bass on the Bike. Frontiers in Communication – Multimodality of Communication, 7: 817332. (https://doi.org/10.3389/fcomm.2022.817332)
Rivers, D. J. (2022). Stress Mediates the Relationship Between Personality and the Affordance of Socially Distanced Online Education. Human Behavior and Emerging Technologies, 9719729. (https://doi.org/10.1155/2021/9719729)
Rivers, D. J. (2022). The Situation Specific Arousal Analyzer (SSAA): Innovation in the Physiological Assessment of Foreign Language Education Anxiety. Frontiers in Education – Digital Learning Innovations, 7: 802639. (https://doi.org/10.3389/feduc.2022.802639)
Rivers, D.J., Nakamura, M. and Vallance, M. (2021). Online Self-Regulated Learning and Achievement in the Era of Change. Journal of Educational Computing Research, 60(1): 104-131. (https://doi.org/10.1177/07356331211025108)
Rivers, D.J., Vallance, M. and Nakamura, M. (2021). Metacognitive Knowledge and the Self as Socially Distanced Online Learner: A Virtual Reality Assisted Analysis of Academic Self Concept. Journal of Educational Technology Systems, 50(1): 87-111. (https://doi.org/10.1177/0047239521999779)
Rivers, D.J. (2021). The Role of Personality Traits and Online Academic Self-Efficacy in Acceptance, Actual Use and Achievement in Moodle. Education and Information Technologies, 26(4): 4353-4378. (https://doi.org/10.1007/s10639-021-10478-3)
Rivers, D.J. (2021). A Serial Mediation Approach to Goal Orientations, Learning Strategies and Achievement Outcomes on a Computer-Mediated English Program. Journal of Educational Computing Research, 59(7): 1343-1369. (https://doi.org/10.1177/0735633121995903)
Rivers, D.J. (2020). Japanese National Identity and the Positioning of English as Opportunity or Obstruction. Contemporary Japan, 33(1): 41-56. (https://doi.org/10.1080/18692729.2020.1792188)
Ross, A.S. and Rivers, D.J. (2020). Donald Trump, Legitimisation and a New Political Rhetoric. World Englishes, 39(4): 623-637. (https://doi.org/10.1111/weng.12501)
Rivers, D.J. and Ross, A.S. (2020). Authority (De)Legitimation in the Border Wall Twitter Discourse of President Trump. Journal of Language and Politics, 19(5): 831-856. (https://doi.org/10.1075/jlp.19105.riv)
Ross, A.S. and Rivers, D.J. (2020). Sport in the New Media Landscape: Community, Participation and Discourse. Discourse, Context and Media, 35: 100378. (https://doi.org/10.1016/j.dcm.2020.100378)
Rivers, D.J. (2020). Contributions of National Identity and Personality to Foreign Language Communication and Contact Attitudes in Japan. Journal of Language, Identity and Education, 19(6): 379-394. (https://doi.org/10.1080/15348458.2019.1696684)
Rivers, D.J. (2020). Banter and the Fan Channel Phenomenon in the Era of Participatory Culture. The Digital Football Network. (https://digifootballnet.wordpress.com/2020/01/24/banter-and-the-fan-channel-phenomenon-in-the-era-of-participatory-culture)
Rivers, D.J. and Ross, A.S. (2019). “This channel has more subs from rival fans than Arsenal fans”: Arsenal Fan TV, Football Fandom and Banter in the New Media Era. Sport in Society: Culture, Commerce, Media, Politics, 24(6): 867-885. (https://doi.org/10.1080/17430437.2019.1706492)
Rivers, D.J. (2019). Strava as a Discursive Field of Practice: Technological Affordances and Mediated Cycling Motivations. Discourse, Context and Media, 34: 100345. (https://doi.org/10.1016/j.dcm.2019.100345)
Rivers, D.J. (2019). Walking on Glass: Reconciling Experience and Expectation in Japan. Journal of Language, Identity and Education, 18(6): 377-388. (https://doi.org/10.1080/15348458.2019.1674149)
Ross, A.S. and Rivers, D.J. (2019). Internet Memes, Media Frames, and the Conflicting Logics of Climate Change Discourse. Environmental Communication, 13(7): 975-994. (https://doi.org/10.1080/17524032.2018.1560347)
Ross, A.S. and Rivers, D.J. (Eds.) (2019). Discourses of (De)Legitimization: Participatory Cultures in Digital Contexts. New York: Routledge. (https://www.routledge.com/Discourses-of-DeLegitimization-Participatory-Culture-in-Digital-Contexts/Ross-Rivers/p/book/9780367584146)
Rivers, D.J. (2019). Political Cartoons as Creative Insurgency: Delegitimization in the Culture of Convergence. In A.S. Ross and D.J. Rivers (Eds.), Discourses of (De)Legitimization: Participatory Cultures in Digital Contexts (pp. 248-281). New York: Routledge.
(https://www.taylorfrancis.com/chapters/political-cartoons-creative-insurgency-damian-rivers/e/10.4324/9781351263887-13)
Ross, A.S. and Rivers, D.J. (2019). (De)Legitimization and Participation in the Digitalized Public Sphere. In A.S. Ross and D.J. Rivers (Eds.), Discourses of (De)Legitimization: Participatory Cultures in Digital Contexts (pp. 1-14). New York: Routledge.
(https://www.taylorfrancis.com/chapters/introduction-andrew-ross-damian-rivers/e/10.4324/9781351263887-1)
Rivers, D.J. and Ross, A.S. (2018). Interviewing for Accountability: Ideological Framing and Argumentation. Language and Dialogue, 8(3): 391-414. (https://doi.org/10.1075/ld.00023.riv)
Rivers, D.J. and Ross, A.S. (2018). An Integrated Approach to Non-Verbal Performance in the Hybrid Political Interview. Journal of Pragmatics, 132: 59-75. (https://doi.org/10.1016/j.pragma.2018.05.012)
Rivers, D.J. and Ross, A.S. (2018). L1/L2 Communication Self-Efficacy Beliefs and the Contribution of Personality. Language Learning Journal, 48(6): 700-714. (https://doi.org/10.1080/09571736.2018.1441895)
Ross, A.S. and Rivers, D.J. (2018). Discursive Deflection: Accusation of “Fake News” and the Spread of Mis- and Dis-information in the Tweets of President Trump. Social Media + Society, 4(2): 1-12. (https://doi.org/10.1177/2056305118776010)
Ross, A.S. and Rivers, D.J. (2018). “Froome with his SKY Bodyguards, Layers of Armour” – The ‘Sport is War’ Conceptual Metaphor in Grand Tour Cycling Commentary. Communication & Sport, 7(2): 176-197. (https://doi.org/10.1177/2167479517752431)
Ross, A.S. and Rivers, D.J. (2018). Emotions Beyond the Classroom: Interactions with the Social World. Studies in Second Language Learning and Teaching, 8(1): 103-126. (https://doi.org/10.14746/ssllt.2018.8.1.5)
Rivers, D.J. and Ross, A.S. (2018). Communicative Interactions in Foreign Language Education: Contact Anxiety, Appraisal and Distance. Learning, Culture and Social Interaction, 16(1): 20-30. (https://doi.org/10.1016/j.lcsi.2017.09.001)
Houghton, S.A., Rivers, D.J. and Hashimoto, K. (2018). Beyond Native-Speakerism: Current Explorations and Future Visions. New York: Routledge. (https://www.routledge.com/Beyond-Native-Speakerism-Current-Explorations-and-Future-Visions/Houghton-Rivers-Hashimoto/p/book/9780367589356)
Rivers, D.J. (2018). Speakerhood as Segregation: The Construction and Consequence of Divisive Discourse in TESOL. In B. Yazan and N. Rudolph (Eds.), Criticality, Teacher Identity, and (In)equity in English Language Teaching (pp. 195-215). Dordrecht: Springer (https://doi.org/10.1007/978-3-319-72920-6)
Rivers, D.J. (2018). The Idea of the Native Speaker. In S.A. Houghton, D.J. Rivers and K. Hashimoto. Beyond Native-Speakerism: Current Explorations and Future Visions (pp. 15-35). New York: Routledge. (https://www.taylorfrancis.com/chapters/idea-native-speaker-damian-rivers/e/10.4324/9781315643601-2)
Rivers, D.J. (2018). The Sociohistorical Foundations of Japan’s Relationship with the Native Speaker of Foreign Languages. In S.A. Houghton, D.J. Rivers and K. Hashimoto. Beyond Native-Speakerism: Current Explorations and Future Visions (pp. 36-58). New York: Routledge. (https://www.taylorfrancis.com/chapters/sociohistorical-foundations-japan-relationship-native-speaker-foreign-languages-damian-rivers/e/10.4324/9781315643601-3)
Rivers, D.J. (2018). “Introverted Psychosis” and the Psychology of Native-Speaker Interaction: Social Representation, Status and Threat Perception. In S.A. Houghton, D.J. Rivers and K. Hashimoto. Beyond Native-Speakerism: Current Explorations and Future Visions (pp. 59-81). New York: Routledge. (https://www.taylorfrancis.com/chapters/introverted-psychosis-psychology-native-speaker-interaction-damian-rivers/e/10.4324/9781315643601-4)
Rivers, D.J. (2018). Contemporary English Language Teachers’ Views on Native-Speakerism-in-Context. In S.A. Houghton, D.J. Rivers and K. Hashimoto. Beyond Native-Speakerism: Current Explorations and Future Visions (pp. 82-96). New York: Routledge. (https://www.taylorfrancis.com/chapters/contemporary-english-language-teachers-views-native-speakerism-context-damian-rivers/e/10.4324/9781315643601-5)
Rivers, D.J. (2018). Foreword: Probing for a Post-Native-Speakerist Future. In S.A. Houghton and K. Hashimoto (Eds.), Towards Post-Native Speakerism: Dynamics and Shifts (pp. v-xv). Dordrecht: Springer. (https://doi.org/10.1007/978-981-10-7162-1)
Ross, A.S. and Rivers, D.J. (2017). Internet Memes as Polyvocal Political Participation. In D. Schill and J.A. Hendricks (Eds.), The Presidency and Social Media: Discourse, Disruption, and Digital Democracy in the 2016 Presidential Election (pp. 285-308). New York: Routledge. (https://www.taylorfrancis.com/chapters/internet-memes-polyvocal-political-participation-andrew-ross-damian-rivers/e/10.4324/9781315112824-15)
Ross, A.S. and Rivers, D.J. (2017). Digital Cultures of Political Participation: Internet Memes and the Discursive Delegitimization of the 2016 U.S. Presidential Candidates. Discourse, Context and Media, 16(1): 1-11. (https://doi.org/10.1016/j.dcm.2017.01.001)
Ross, A.S. and Rivers, D.J. (Eds.) (2017). The Sociolinguistics of Hip-Hop as Critical Conscience: Dissatisfaction and Dissent. Houndmills: Palgrave Macmillan. (https://www.palgrave.com/gp/book/9783319592435)
Ross, A.S. and Rivers D.J. (2017). Hip-Hop as Critical Conscience: Framing Dissatisfaction and Dissent. In A.S. Ross and D.J. Rivers (Eds.), The Sociolinguistics of Hip-Hop as Critical Conscience: Dissatisfaction and Dissent (pp. 1-11). Houndmills: Palgrave Macmillan. (https://link.springer.com/book/10.1007/978-3-319-59244-2)
Rivers, D.J. (2017). Where is the Love? White Nationalist Discourse on Hip-Hop. In A.S. Ross and D.J. Rivers (Eds.), The Sociolinguistics of Hip-Hop as Critical Conscience: Dissatisfaction and Dissent (pp. 101-129). Houndmills: Palgrave Macmillan. (https://link.springer.com/chapter/10.1007/978-3-319-59244-2_5)
Rivers, D.J. and Zotzmann, K. (Eds.) (2017). Isms in Language Education: Oppression, Intersectionality and Emancipation. Berlin: Mouton De Gruyter. (https://doi.org/10.1515/9781501503085)
Zotzmann, K. and Rivers, D.J. (2017). Bringing the Isms into Focus. In D.J. Rivers and K. Zotzmann (Eds.), Isms in Language Education: Oppression, Intersectionality and Emancipation (pp. 1-14). Berlin: Mouton De Gruyter. (https://doi.org/10.1515/9781501503085-001)
Rivers, D.J. (2017). Native-Speakerism and the Betrayal of the Native Speaker Teaching Professional. In D.J. Rivers and K. Zotzmann (Eds.), Isms in Language Education: Oppression, Intersectionality and Emancipation (pp. 74-97). Berlin: Mouton De Gruyter. (https://doi.org/10.1515/9781501503085-005)
Rivers, D.J. (2016). Employment Advertisements and Native-Speakerism in Japanese Higher Education. In F. Copland, S. Garton and S. Mann (Eds.), LETs and NESTs: Voices, Views and Vignettes (pp. 79-100). London: British Council. (https://www.teachingenglish.org.uk/article/lets-nests-voices-views-vignettes)
Rivers, D.J. (Ed.) (2015). Resistance to the Known: Counter-Conduct in Language Education. Houndmills: Palgrave Macmillan. (https://www.palgrave.com/gp/book/9781137345189)
Rivers, D.J. (2015). Introduction: Conceptualizing the Known and the Relational Dynamics of Power and Resistance. In D.J. Rivers (Ed.), Resistance to the Known: Counter-Conduct in Language Education (pp. 1-20). Houndmills: Palgrave Macmillan. (https://link.springer.com/chapter/10.1057/9781137345196_1)
Rivers, D.J. (2015). The Authorities of Autonomy and English-Only: Serving Whose Interests? In D.J. Rivers (Ed.), Resistance to the Known: Counter-Conduct in Language Education (pp. 94-118). Houndmills: Palgrave Macmillan. (https://link.springer.com/chapter/10.1057/9781137345196_5)
Rivers, D.J. (2015). Cultural Essentialism and Foreigner-as-Criminal Discourse. In F. Dervin and R. Machart (Eds.), Cultural Essentialism in Intercultural Relations (pp. 15-41). Houndmills: Palgrave Macmillan. (https://link.springer.com/chapter/10.1057%2F9781137498601_2)
Rivers, D.J. (2015). The Self-Other Positioning of International Students in the Japanese University English Language Classroom. In A.H. Fabricius and B. Preisler (Eds.), Transcultural Interaction and Linguistic Diversity in Higher Education: The Student Experience (pp. 188-214). Houndmills: Palgrave Macmillan. (https://link.springer.com/chapter/10.1057/9781137397478_9)
Rivers, D.J. and Houghton, S.A. (Eds.) (2013). Social Identities and Multiple Selves in Foreign Language Education. New York: Bloomsbury. (https://www.bloomsbury.com/us/social-identities-and-multiple-selves-in-foreign-language-education-9781441160645/)
Rivers, D.J. (2013). Implications for Identity: Inhabiting the Native-Speaker English Teacher Location in the Japanese Sociocultural Context. In D.J. Rivers and S.A. Houghton (Eds.), Social Identities and Multiple Selves in Foreign Language Education (pp. 33-55). New York: Bloomsbury. (https://www.bloomsbury.com/us/social-identities-and-multiple-selves-in-foreign-language-education-9781441160645/)
Rivers, D.J. and Houghton, S.A. (2013). Identities in Foreign Language Education. In D.J. Rivers and S.A. Houghton (Eds.), Social Identities and Multiple Selves in Foreign Language Education (pp. 1-12). New York: Bloomsbury. (https://www.bloomsbury.com/us/social-identities-and-multiple-selves-in-foreign-language-education-9781441160645/)
Rivers, D.J. and Ross, A.S. (2013). Idealized English Teachers: The Implicit Influence of Race in Japan. Journal of Language, Identity and Education, 12(5): 321-339. (https://doi.org/10.1080/15348458.2013.835575)
Rivers, D.J. (2013). Labour Contract Law Amendments: Recruitment Indicative of Change? The Language Teacher, 37(1): 68-71. (https://www.jalt-publications.org/tlt/departments/job-info-centre/articles/2018-labour-contract-law-amendments-recruitment-indicative-)
Rivers, D.J. and Ross, A.S. (2013). Uncovering Stereotypes: Intersections of Race and English Native-Speakerhood. In S.A. Houghton, Y. Furumura, M. Lebedko and L. Song (Eds.), Critical Cultural Awareness: Managing Stereotypes through Intercultural (Language) Education (pp. 42-61). Newcastle-upon-Tyne: Cambridge Scholars Publishing. (https://books.google.co.jp/books/about/Critical_Cultural_Awareness.html?id=sjzzlgEACAAJ&redir_esc=y)
Houghton, S.A. and Rivers, D.J. (Eds.) (2013). Native-Speakerism in Japan: Intergroup Dynamics in Foreign Language Education. Bristol: Multilingual Matters. (https://www.multilingual-matters.com/page/detail/?k=9781847698681)
Rivers, D.J. (2013). Institutionalized Native-Speakerism: Voices of Dissent and Acts of Resistance. In S.A. Houghton and D.J. Rivers (Eds.), Native-Speakerism in Japan: Intergroup Dynamics in Foreign Language Education (pp. 75-91). Bristol: Multilingual Matters. (http://www.multilingual-matters.com/display.asp?K=9781847698681)
Houghton, S.A. and Rivers, D.J. (2013). Redefining Native-Speakerism. In S.A. Houghton and D.J. Rivers (Eds.), Native-Speakerism in Japan: Intergroup Dynamics in Foreign Language Education (pp. 1-14). Bristol: Multilingual Matters. (http://www.multilingual-matters.com/display.asp?K=9781847698681)
Rivers, D.J. (2012). Modelling the Perceived Value of Compulsory English Language Education in Undergraduate Non-Language Majors of Japanese Nationality. Journal of Multilingual and Multicultural Development, 33(3): 251-267. (https://doi.org/10.1080/01434632.2012.661737)
Rivers, D.J. (2011). Evaluating the Self and the Other: Imagined Intercultural Contact within a Native-Speaker Dependent Foreign Language Context. International Journal of Intercultural Relations, 35(6): 842-852. (https://doi.org/10.1016/j.ijintrel.2011.08.003)
Rivers D.J. (2011). Strategies and Struggles in the ELT Classroom: Language Policy, Learner Autonomy and Innovative Practice. Language Awareness, 20(1): 31-43. (https://doi.org/10.1080/09658416.2010.537343)
Rivers, D.J. (2011). Politics without Pedagogy: Questioning Linguistic Exclusion. ELT Journal, 65(2): 103-113. (https://doi.org/10.1093/elt/ccq044)
Rivers, D.J. (2011). Japanese National Identification and English Language Learning Processes. International Journal of Intercultural Relations, 35(1): 111-123. (https://doi.org/10.1016/j.ijintrel.2010.09.006)
Rivers, D.J. (2011). Intercultural Processes in Accented English. World Englishes, 30(3): 375-391. (https://doi.org/10.1111/j.1467-971X.2011.01707.x)
McMillan, B.A. and Rivers, D.J. (2011). The Practice of Policy: Teacher Attitudes Toward “English-Only”. System, 39(2): 251-263. (https://doi.org/10.1016/j.system.2011.04.011)
Rivers, D.J. (2011). The Internationalization of Japanese Higher Education Institutions: Implications for 2012 and Beyond. In C. Ward (Ed.), Language Education: An Essential for a Global Economy: Anthology Series 52 (pp. 237-257). Singapore: SEAMEO.
Rivers, D.J. (2010). Implicating the Role of Japanese National Identification: National Vitality, Community Appeal and Attitudes Toward English Language Learning in Context. Studies in Linguistics and Language Teaching, 21: 101-122. (http://id.nii.ac.jp/1092/00000500)
Rivers, D.J. (2010). Ideologies of Internationalization and the Treatment of Diversity within Japanese Higher Education. Journal of Higher Education Policy and Management, 32(5): 441-454. (https://doi.org/10.1080/1360080X.2010.511117)
Rivers, D.J. (2010). National Identification and Intercultural Relations in Foreign Language Learning. Language and Intercultural Communication, 10(4): 318-336. (https://doi.org/10.1080/14708477.2010.502234)
Rivers, D.J. (2010). An Exploration of On-Task Language Policy and Student Satisfaction. ELT Journal, 64(3): 261-271. (https://doi.org/10.1093/elt/ccp058)
Rivers, D.J. (2009). Utilizing the Quick Response (QR) Code within the Japanese EFL Environment. JALT CALL Journal, 5(2): 15-28. (https://doi.org/10.29140/jaltcall.v5n2.77)

サービス

編集者

博士論文審査委者: University of Auckland, New Zealand (2019)
博士論文審査委者: Queensland University of Technology, Australia (2017)
博士論文審査委者: University of Technology Sydney, Australia (2017)
ゲストエディター: Discourse, Context and Media (2019)
編集顧問: Educational Psychology (2018 – 2020)
査読者: Contemporary Japan (2023)
査読者: Education Research International (2023)
査読者: Educational Psychology (2023)
査読者: Asian-Pacific Journal of Second and Foreign Language Education (2023)
査読者: Journal of Educational Computing Research (2023)
査読者: Studies in Higher Education (2023)
査読者: Learning: Research and Practice (2023)
査読者: Open Information Science (2023)
査読者: Economics and Politics (2023)
査読者: Behavioral Sciences (2022)
査読者: Frontiers in Psychology (Educational Psychology) (2022)
査読者: Mass Communication and Society (2022)
査読者: Education and Information Technologies (2022)
査読者: Psychological Reports (2022)
査読者: Innovation in Language Learning and Teaching (2022)
査読者: Learning and Individual Differences (2022)
査読者: African Journalism Studies (2022)
査読者: Bloomsbury Academic, Education and Research Methods (2021)
査読者: Democracy and Security (2021)
査読者: Communication and Sport (2021)
査読者: Linguistics and Education (2021)
査読者: Policy Studies (2021)
査読者: Metacognition and Learning (2020)
査読者: Language and Communication (2020)
査読者: Palgrave Communications (2020)
査読者: Big Data and Society (2020)
査読者: Social Media and Society (2019)
査読者: Journal of Applied Research in Higher Education (2019)
査読者: New Media and Society (2019)
査読者: Political Behavior (2019)
査読者: Australia and New Zealand Communication Association (2019)
査読者: TESOL Journal (2019)
査読者: Palgrave Macmillan, Language and Linguistics (2018)
査読者: Applied Linguistics Review (2018)
査読者: Routledge Education, Behavioural Sciences and Linguistics (2018)
査読者: TESOL Quarterly (2017)
査読者: British Journal of Educational Studies (2017)
査読者: Critical Studies in Education (2017)
査読者: Globalisation, Societies and Education (2017)
査読者: TESL Canada Journal (2017)
査読者: Teaching and Teacher Education (2017)
査読者: Journal of Language, Culture and Curriculum (2016)
査読者: European Assoc. for Research on Learning and Instruction (EARLI) (2016)
査読者: Journal of Language, Identity and Education (2016)
査読者: Howard Journal of Communications (2015)
査読者: Journal of Asian Pacific Communication (2015)
査読者: Springer, Education and Language (2015)
査読者: Routledge Handbook of English Language Teaching (2014)
査読者: Journal of Multilingual and Multicultural Development (2014)
査読者: International Journal of Qualitative Studies in Education (2014)
査読者: Journal of Applied Linguistics and Professional Practice (2013)
査読者: International Journal of Education for Diversities (2012-2015)
査読者: System (2012)
査読者: Language and Intercultural Communication (2010)
査読者: Language Awareness (2010)
査読者: Applied Linguistics (2010)

書評家

Rivers, D.J. (2014). Asia for the Asians: China in the Lives of Five Meiji Japanese by Paula Harrell [University of Hawai’i Press, 2012]. Asian Studies Review, 38(4): 701-703. (https://doi.org/10.1080/10357823.2014.963917)
Rivers, D.J. (2014). Scientific Discourse and the Rhetoric of Globalization: The Impact of Culture and Language by Carmen Perez-Llantada [Bloomsbury, 2013]. (https://linguistlist.org/issues/25/25-5049.html)
Rivers, D.J. (2013). Rethinking Narrative Identity: Persona and Perspective edited by Claudia Holler and Martin Klepper [John Benjamins Publishing Company, 2013]. (https://linguistlist.org/issues/24/24-2740.html)
Rivers, D.J. (2013). English-Medium Instruction at Universities: Global Challenges (Multilingual Matters Series) edited by Aintzane Doiz, David Lasagabaster and Juan Manuel Sierra [Multilingual Matters, 2013]. (https://linguistlist.org/issues/24/24-832.html)
Rivers, D.J. (2013). Developing Criticality in Practice Through Foreign Language Education (Intercultural Studies and Foreign Language Learning Series) by Stephanie Houghton and Etsuko Yamada [Peter Lang, 2012]. Language and Intercultural Communication, 13(1): 113-116. (https://doi.org/10.1080/14708477.2012.761328)
Rivers, D.J. (2012). The Politics of English: Conflict, Competition, Co-Existence (Worlds of English Series) edited by Ann Hewings and Caroline Tagg [Routledge, 2012]. (https://linguistlist.org/issues/23/23-4486.html)
Rivers, D.J. (2012). Identity Formation in Globalizing Contexts: Language Learning in the New Millennium (Language and Social Processes Series) edited by Christina Higgins [De Gruyter Mouton, 2011]. (https://linguistlist.org/issues/23/23-3196.html)
Rivers, D.J. (2011). Reimagining Japanese Education: Borders, Transfers, Circulations, and the Comparative (Oxford Studies in Comparative Education Series) edited by David Blake Willis and Jeremy Rappleye [Symposium Books, 2011]. Australian Universities Review, 53(2): 118-122. (https://issuu.com/nteu/docs/aur_53-02)

研究発表

Rivers, D. J. (2024, March). Missed Opportunities of the COVID-19 Pandemic: Validating the Online Learning Appraisal Survey (OLAS). Paper Presented at the 17th International Conference on e-Learning & Innovative Pedagogies. Polytechnic University of Valencia, Valencia, Spain.
Rivers, D.J. (2024, January). Maintaining Academic Autonomy in Communication Studies: Countering the Threat of Japanese Nativist Belief to English-as-a-Medium of Instruction. Paper Presented at the 9th IAFOR International Conference on Education in Hawaii. Hawaii Convention Center, Honolulu, Hawaii, United States of America.
Rivers, D. J. (2023, November). The Online Learning Appraisal Survey (OLAS): Configuring Education in the Post-Pandemic Landscape. Paper Presented at the 16th International Conference of Education, Research and Innovation (iCERi). Barceló Renacimiento Hotel, Seville, Spain.
Rivers, D. J. (2023, November). The Perceived Affordance of COVID-19 Online Education: Mapping the Role of Personality and Responses to Stress. Paper Presented at the 16th International Conference of Education, Research and Innovation (iCERi). Barceló Renacimiento Hotel, Seville, Spain.
Rivers, D. J. (2023, November). The Metaphorical Dehumanization of Political Actors in Cartoons. Paper Presented at the 14th International Conference on The Image. San Jorge University, Zaragoza, Spain.
Rivers, D.J. and Vallance, M. (2023, November). Virtual Reality in Language Learning Materials Design. Paper Presented at the 16th Innovation in Language Learning International Conference. Grand Hotel Mediterraneo, Florence, Italy.
Rudolph, N., Rivers, D. J., Unser-Schutz, G. and Nonaka, C. (2023, October). SARS-CoV-2 Vaccine Hesitancy and Susceptibility to Misinformation: The Role of Personality and National Identity in Japanese Youth. Paper Presented at the Annual Meeting of the Japan Sociological Society. Rissho University (Shinagawa Campus), Tokyo, Japan.
Rivers, D.J., Unser-Schutz, G., Rudolph, N. and Nonaka, C. (2023, September). A National Identity Approach to SARS-CoV-2 Vaccine Hesitancy and Susceptibility to Misinformation in Japanese Youth. Paper Presented at the 13th International Conference on Health, Wellness & Society. University of British Columbia, Robson Square, Vancouver, Canada.
Rivers, D.J. (2023, September). Safeguarding Communication Studies: Addressing the Challenge of Nativist Belief in English as a Foreign Language Education. Paper Presented at the 8th International Conference on Communication & Media Studies. Complutense University of Madrid, Madrid, Spain.
Rivers, D.J. (2022, April). Innovation in the Physiological Analysis of Foreign Language Education Anxiety: The Situation Specific Arousal Analyzer (SSAA). Paper Presented at the 15th International Conference on E-Learning & Innovative Pedagogies. National Changhua University of Education, Changhua, Taiwan.
Rivers, D.J. (2022, March). The Physiological Assessment of Situation Specific Anxiety in Education. Paper Presented at the 16th Annual International Technology, Education and Development Conference (INTED). Hotel Melia Valencia, Valencia, Spain.
Rivers, D.J. and Vallance, M. (2022, March). Unconscious Incompetence and Resistance to Professional Development in Japanese Higher Education. Paper Presented at the 16th Annual International Technology, Education and Development Conference (INTED). Hotel Melia Valencia, Valencia, Spain.
Rivers, D.J. and Ross, A.S. (2019, July). Deflection as a Communication Strategy: A Corpus Analysis of President Trump’s Twitter Behaviour. Paper Presented at the Australian and New Zealand Communication Association (ANZCA) Conference. Museum of Australian Democracy: Old Parliament House, Canberra, Australia.
Ross, A.S. and Rivers, D.J. (2019, July). The Conflicting Logics of Climate Change Discourse: The Interplay of Internet Memes and Media Frames. Paper Presented at the Australian and New Zealand Communication Association (ANZCA) Conference. Museum of Australian Democracy: Old Parliament House, Canberra, Australia.
Rivers, D.J. (2019, June). Motivational Affordances and ICT Design in an Online Social Fitness Network. Paper Presented at the 10th International Conference on Sport & Society. Ryerson University, Toronto, Canada.
Rivers, D.J. and Ross, A.S. (2018, September). Personality and its Role in L1/L2 Self-Efficacy Beliefs. Paper Presented at the 13th University of Sydney TESOL Research Network Colloquium. University Of Sydney, Australia.
Rivers, D.J. (2018, June). Discursive Deflection: Accusation of Fake News and the Spread of Mis- and Dis-Information in the Tweets of President Trump. Paper Presented at the Sociolinguistics Symposium 22. University of Auckland, New Zealand.
Rivers, D.J. (2017, December). The Sociointeractional Function and Visiolinguistic Form of the Internet Meme: A Case Study in Multimodal Political Participation. Paper Presented at the 48th Australian Linguistics Society Conference. University of Sydney, Australia.
Rivers, D.J. (2017, March). Categorizations of Speakerhood: Reconciling the Damage and Searching for Solutions. Paper Presented at the American Association for Applied Linguistics (AAAL) Conference. Marriott Downtown Waterfront, Portland (OR), United States of America.
Yazan, B., Aneja, G., Park, G., Rivers, D.J. and Kubota, R. (2017, March). Privilege and Marginalization in English Language Teaching: Beyond Essentialization and Idealization. Colloquium Presented at the American Association for Applied Linguistics (AAAL) Conference. Marriott Downtown Waterfront, Portland (OR), United States of America.
Rivers, D.J. (2016, December). The Omnipresent Other: National Identity in English Language Learning. Paper Presented at the 7th Centre For Language Studies International Conference (CLASIC). National University of Singapore, Singapore.
Rivers, D.J. (2016, August). Intergroup Encounters in English Language Learning: Modeling the Impact of National Identification. Paper Presented at the Psychology of Language Learning 2 (Pll2) International Conference. University Of Jyvaskyla, Jyvaskyla, Finland.
Rivers, D.J. (2016, August). Native-Speakerism and the Construction of Ideological Opposition to the Native-Speaker English Teacher. Paper Presented at the 26th European Second Language Association (EUROSLA) International Conference. University of Jyvaskyla, Jyvaskyla, Finland.
Rivers, D.J. (2016, July). White Nationalist Discourse on Hip-Hop: A Sociolinguistic Analysis of Otherness Construction. Paper Presented at the 3rd ISA Forum on Sociology. University of Vienna, Vienna, Austria.
Rivers, D.J. (2015, December). Student Storytellers: Hip-Hop Pedagogy and the Reconfiguration of English as Communication. Paper Presented at the International Conference on the Development of English Across the Curriculum (EAC2015). Hong Kong Polytechnic University, Hong Kong.
Ross, A.S. and Rivers, D.J. (2015, December). Shared Territory: Making Room for Emotion and Cognition in Applied Linguistics. Paper Presented at the 4th Combined Conference of the Applied Linguistics Association of Australia (ALAA), the Applied Linguistics Association of New Zealand (ALANZ) and the Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ). University of South Australia, Adelaide, Australia.
Rivers, D.J. and Ross, A.S. (2015, December). Should we Listen to Students who Demand Native-Speaker Teachers? Paper presented at the 4th Combined Conference of the Applied Linguistics Association of Australia (ALAA), the Applied Linguistics Association of New Zealand (ALANZ) and the Association for Language Testing and Assessment of Australia and New Zealand (ALTAANZ). University of South Australia, Adelaide, Australia.
Rivers, D.J., Rajagopalan, K. and Liang, S. (2015, June). Beyond Bifurcation: Language Speakers as Complex Individuals. Panel Session Presented at the Sociolinguistics of Globalization: (De)Centering and (De)Standardization International Conference. University of Hong Kong, Hong Kong.
Ross, A.S. and Rivers, D.J. (2015, June). Australian Hip-Hop: Maintaining Voice and Representing Place. Paper Presented at the Sociolinguistics of Globalization: (De)Centering and (De)Standardization International Conference. University of Hong Kong, Hong Kong.
Rivers, D.J. (2015, June). The Validity of Victimhood in Native and Non-Native Discourse. Paper Presented at the Sociolinguistics of Globalization: (De)Centering and (De)Standardization International Conference. University of Hong Kong, Hong Kong.
Rivers, D.J. (2015, March). Discursive Representations of the Native Speaker as Qualification for Employment. Paper Presented at the American Association for Applied Linguistics (AAAL) Conference. Fairmont Royal York Hotel, Toronto, Canada.
Rivers, D.J. (2015, March). Speakerhood Status, Institutional Discourse and Voices from the Inside: An Exploration of the Native-Speaker Criterion and Native-Speakerism in Japanese Higher Education. Plenary Talk Presented at the Center for English as a Lingua Franca Forum: Language Teaching in the Asian Context. Tamagawa University, Tokyo, Japan.
Rivers, D.J. (2014, December). The Discourse of Desire and Sought after Skills in Language Teacher Recruitment. Paper Presented at the 6th Centre for Language Studies International Conference (CLASIC). National University of Singapore, Singapore.
Rivers, D.J. (2014, September). Trainee Teacher Narratives: Native-Speakerism in the Japanese Context. Paper Presented at the 2nd International Symposium on Native-Speakerism. Saga University, Saga, Japan.
Houghton, S.A., Rivers, D.J., Hashimoto, K. and Kirkpatrick, A. (2014, August). Native-Speakerism and Beyond: Constructing the Vision of the Post-Native-Speakerist Language Teacher. Panel Session Presented at the AILA World Congress 2014. Brisbane Convention & Exhibition Centre, Brisbane, Australia.
Rivers, D.J. (2014, August). Narrative Explorations of the Burden of Speakerhood. Paper Presented at the AILA World Congress 2014. Brisbane Convention & Exhibition Centre, Brisbane, Australia.
Rivers, D.J. and Ross, A.S. (2014, March). Teaching English in Japan: Cognitive Appraisals of Race and Native-Speakerhood. Paper Presented at the American Association for Applied Linguistics (AAAL) 2014 Conference. Marriott Downtown Waterfront, Portland (OR), United States of America.
Rajagopalan, K. And Rivers, D.J. (2013, September). Language as a Political Construct. Colloquium Session Presented at the 7th Annual International Free Linguistics Conference. Hong Kong Polytechnic University, Hong Kong.
Rivers, D.J. (2013, September). Native-Speaker Necessity in TESOL: Enslavement, Indoctrination or Legitimate Choice? Paper Presented at the 7th Annual International Free Linguistics Conference. Hong Kong Polytechnic University, Hong Kong.
Rivers, D.J. (2013, June). Native-Speaker Dependency: The Validity of Student Preference. Paper Presented at the Japanese Association for Asian Englishes (JAFAE) 32nd National Conference. Osaka University, Osaka, Japan.
Rivers, D.J. (2012, December). The Properties and Parameters of Native-Speakerism in Japan. Invited Keynote Lecture Presented at the Japanese Association for Asian Englishes (JAFAE) 31st National Conference. Bunkyo Gakuin University, Tokyo, Japan.
Rivers, D.J. (2012, December). The Cultural Complexities of Native-English Speaker Teacher Identities. Paper Presented at the 5th Centre for Language Studies International Conference (CLASIC). National University of Singapore, Singapore.
Rivers, D.J. and Ross, A.S. (2012, December). Racialized Dimensions of Desirable English Language Teachers in Japan. Poster Presented at the 5th Centre for Language Studies International Conference (CLASIC). National University of Singapore, Singapore.
Rivers, D.J., Houghton, S.A. and Petrie, D. (2012, April). Explorations of Native-Speakerism in Foreign Language Teaching. Panel Session Presented at the International Conference on Cultural and Linguistic Practices in the International University (CALPIU 12). Roskilde University, Denmark.
Rivers, D.J. (2012, April). Voices of the Voiceless: A Quest for Liberation and Transformation in Context. Paper Presented at the International Conference on Cultural and Linguistic Practices in the International University (CALPIU 12). Roskilde University, Denmark.
Rivers, D.J. (2011, August). Sharing Professional Concerns in Language Education.
Workshop Presented at the Osaka University Extension Course for English Teachers. Osaka University Nakanoshima Center, Osaka, Japan.
Rivers, D.J. and Mcmillan, B.A. (2011, August). Exercising Academic Freedom: Pursuing Research in Contentious Areas of ELT. Paper Presented at the Japan Association of College English Teachers (JACET) 15th Commemorative International Convention. Seinan Gakuin University, Fukuoka, Japan.
Rivers, D.J. and Mcmillan, B.A. (2011, July). Censorship and Academic Freedom in ELT Research: Implications for Practitioner Motivation. Paper Presented at the College and University Educators (CUE) 2011 Annual Conference. Toyo Gakuen University, Tokyo, Japan.
Rivers, D.J. (2011, July). National Selves and National Others: Motivational Processes in Intercultural Contexts. Paper Presented at the College and University Educators (CUE) 2011 Annual Conference. Toyo Gakuen University, Tokyo, Japan.
Rivers, D.J. (2010, December). The Role of Intercultural Contact in Foreign Language Learner Motivation. Paper Presented at the 4th Centre for Language Studies International Conference (CLASIC). National University of Singapore, Singapore.
Rivers, D.J. (2010, November). Implicating the Role of Japanese National Identification: National Vitality, Community Appeal, and Attitudes toward English Language Learning in Context. Paper Presented at the 6th Seminar Session of the Research Institute of Language Studies and Language Education. Kanda University of International Studies, Chiba, Japan.
Rivers, D.J. (2010, July). Institutional Power and Nationality-Based Language Policy. Paper Presented at the 10th International Conference on Knowledge, Culture and Change in Organisations. HEC School of Commercial Studies, Montréal, Canada.
Rivers, D.J. (2010, July). An Analysis of the Global 30 Project: Internationalism in Japanese Higher Education. Paper Presented at the 10th International Conference on Diversity in Organisations, Communities and Nations. Queen’s University Belfast, Northern Ireland.
Rivers, D.J. and Houghton, S.A. (2010, July). The Peripheralization of Foreign Academics in Japanese Higher Education. Paper Presented at the 10th International Conference on Diversity in Organisations, Communities and Nations. Queen’s University Belfast, Northern Ireland.
Rivers, D.J. (2010, June). Examining Institutional Language Policy through Learner Empowerment and Awareness. Paper Presented at the 16th International Conference of the International Association for Intercultural Communication Studies. South China University of Technology, Guangzhou, China.
Rivers, D.J. and Houghton, S.A. (2010, June). Defending Against English Linguistic Imperialism in the International University: Contradictions Between Theory and Practice. Paper Presented at the 16th International Conference of the International Association for Intercultural Communication Studies. South China University of Technology, Guangzhou, China.
Rivers, D.J. (2010, April). The Internationalization of Japanese Higher Education: Implications for 2012 and Beyond. Paper Presented at the Inaugural APEC-RELC International Seminar. Seameo Regional Language Centre, Singapore.
Rivers, D.J. (2009, November). Towards Optimum Target Language and First Language Use through Reflection. Paper Presented at the 35th JALT Annual International Conference on Language Teaching and Learning & Educational Materials Expo. Granship Shizuoka, Shizuoka, Japan.
Rivers, D.J. (2009, November). Engaging Students with First Language Supported Materials. Paper Presented at the 35th JALT Annual International Conference on Language Teaching and Learning & Educational Materials Expo. Granship Shizuoka, Shizuoka, Japan.
Rivers, D.J. (2009, October). Japanese Evaluations of Accented English Speech. Paper Presented at the 15th International Association of World Englishes Conference. Park Lane International Hotel, Cebu, Philippines.
Rivers, D.J. (2009, September). The Motivational Factors which Shape Intended Foreign Language Learning Efforts. Paper Presented at the 15th International Association for Intercultural Communication Studies Conference. Kumamoto Gakuen University, Kumamoto, Japan.
Rivers, D.J. and Mcmillan, B.A. (2009, September). English-Mainly: Language Choice in Learner-to-Learner Discourse. Paper Presented at the 15th International Association for Intercultural Communication Studies Conference. Kumamoto Gakuen University, Kumamoto, Japan.
Rivers, D.J. (2009, August). The Provision of First Language Supported Classroom Materials: Help or Hindrance? Paper Presented at the 7th Asia TEFL International Conference at the 29th Thai TESOL Conference. Imperial Queen’s Park Hotel, Bangkok, Thailand.
Rivers, D.J. (2009, August). MEXT 2013: Preparing for the English-Only Language Classroom. Six-Part Workshop Series Given at the Summer English Education Seminar. Kanda Institute of Foreign Languages, Tokyo, Japan.
Rivers, D.J. and Mcmillan, B.A. (2009, July). First Language Use and Embodied Completion in the Achievement and Maintenance of Intersubjectivity. Poster Presented at the 11th Annual International Conference of the Japanese Society for Language Sciences. Tokyo Denki University, Saitama, Japan.
Rivers, D.J. (2009, June). From Knowing and Remembering to Analyzing and Researching: The Challenges and Changes Facing Japanese University Freshmen. Paper Presented at the Independent Learning Association Conference. Hong Kong Polytechnic University, Hong Kong.
Rivers, D.J. (2009, June). The Future of Quick Response Codes in Language Education. Paper Presented at the JALTCALL International Conference. Toyo Gakuen University, Chiba, Japan.
Rivers, D.J. (2009, June). The Borderless Classroom: Quick Response Codes and Mobile Tagging. Paper Presented at the Independent Learning Association Conference. Hong Kong Polytechnic University, Hong Kong.
Rivers, D.J. (2009, January). Student Perceptions of EFL Activities Utilizing Quick Response Codes. Paper Presented at the 3rd International Wireless Ready Symposium for Digital Technologies in Language Education. Nagoya University of Commerce and Business, Nagoya, Japan.
Rivers, D.J. and Mcmillan, B.A. (2008, December). The Function of the First Language in the EFL Classroom. Paper Presented at the 3rd Centre for Language Studies International Conference (CLASIC). National University of Singapore, Singapore.