Gene Thompson is the Director of the Bilingual Business Leader (BBL) Program and an Associate Professor of Language and Communication in the College of Business at Rikkyo University in Tokyo, Japan.
He has extensive experience with language education in Asia as a researcher, teacher, and consultant.
Gene’s research is situated in the field of Second Language Teaching and Learning. His primary area of interest is the intersection between learner/teacher cognitions and behaviour. His recent research has explored student perceptions of success in English medium instruction (EMI) in higher education in Japan, and Japanese high school teacher’s self-efficacy beliefs. Gene also has expertise in content and language integrated learning, English for academic purposes, and English for specific purposes.
Within the department, Gene has worked with Associate Professor Heath Rose and DPhil students to explore factors contributing to student success in EMI study. He is a co-investigator on the Centre for EMI Research and Development funded project ‘EMI Challenges in Japanese Universities’ and a member of the Oxford EMI Research Group.
Thompson, G., Curle, S., & Aizawa, I. (Forthcoming). It’s worth the extra effort: Behind student perceptions of success in the study of content via EMI. In J. McKinley & N. Galloway (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives. Bloomsbury.
Aizawa, I., Rose, H., Thompson, G., & Curle, S. (2020). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research. https://doi.org/10.1177/1362168820965510
Thompson, G. (2020). Exploring Language Teacher Efficacy in Japan. Multilingual Matters.
Thompson, G., & Dooley, K. (2020). Ensuring translation fidelity in multilingual research. In H. Rose & J. McKinley (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 63-75). Routledge.
Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2019). Exploring the role of self-efficacy beliefs and learner success in English Medium Instruction. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1651819
Thompson, G., & Dooley, K. (2019). Exploring the key domains where teacher efficacy beliefs operate for Japanese high school teachers of English. Asia Pacific Education Review, 20(3), 503-518. https://doi.org/10.1007/s12564-019-09607-y
Rose, H., Curle, S., Aizawa, I. & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149-2161. https://doi.org/10.1080/03075079.2019.1590690
Thompson, G., & Woodman, K. (2019). Exploring Japanese high school English teachers’ foreign language teacher efficacy beliefs. Asia-Pacific Journal of Teacher Education, 47(1), 48-65. https://doi.org/10.1080/1359866X.2018.1498062
Thompson, G. (2018). Insights for efficacy development from an exploration of Japanese business management students’ EAP self-efficacy beliefs. The Asian ESP Journal, 14(7.1), 244-284.
Thompson, G. & McKinley, J. (2018). The integration of content and language learning, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.
McKinley, J. & Thompson, G. (2018). Washback Effect in Teaching English as an International Language, in J. Liontas, M. DelliCarpini, & S. Abrar-ul-Hassan (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley-Blackwell.
Thompson, G., & Yanagita, M. (2017). Backward Yakudoku: An attempt to implement CLT at a Japanese high school. Innovation in Language Learning and Teaching, 11(2), 177-187. https://doi.org/10.1080/17501229.2015.1088856