Dr Mitsue Tabata-Sandom staff profile picture

Contact details +6492127060

Dr Mitsue Tabata-Sandom PhD

Lecturer in Japanese

Doctoral Co-Supervisor
School of Humanities Media and Creative Comm

Mitsue's research interests include reading development of learners of Japanese as a foreign language (L2 Japanese), extensive reading in the context of L2 Japanese, language curriculum design, and language teacher cognition. 

She is currently a member of a research group studying reading assessment, which is funded by the Japan Society for the Promotion of Science (JSPS; Kaken for short). 

For a decade, Mitsue has been a passionate advocate of fluency instruction approaches such as extensive reading and speed reading. 

Mitsue Tabata-Sandom holds a PhD in Japanese from Victoria University of Wellington. She has taught Japanese language and Japanese linguistics to under-graduate and post-graduate students in NZ and US for the last 14 years. She joined the Japanese programme of Massey University in July, 2016.

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Professional

Qualifications

  • Doctor of Philosophy - Victoria University (2014)

Certifications and Registrations

  • Licence, Co-Supervisor, Massey University

Research Expertise

Research Interests

Mitsue's research interests include reading development of learners of Japanese as a foreign language (L2 Japanese), extensive reading in the context of L2 Japanese, language curriculum design, and language teacher cognition. 

Area of Expertise

Field of research codes
Applied Linguistics and Educational Linguistics (200401):
Curriculum and Pedagogy (130200): Education (130000): Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management) (130205):
Japanese Language (200312): Language Studies (200300): Languages, Communication And Culture (200000): Linguistics (200400):
LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori) (130207)

Research Projects

Summary of Research Projects

Position Current Completed
Project Leader 0 10

Research Outputs

Journal

Tabata-Sandom, M. (2023). A case study of the impact of online extensive reading on the L2 reading motivation, habits, and linguistic abilities of advanced L2 English learners. Reading in a Foreign Language (Online). 35(2), 160-189 Retrieved from https://nflrc.hawaii.edu/rfl/item/575
[Journal article]Authored by: Sandom, M.
Tabata-Sandom, M. (2023). A Case Study of the Impact of Online Extensive Reading on the L2 Reading Motivation, Habits, and Linguistic Abilities of Advanced L2 English Learners. Reading in a Foreign Language. 35(2), 160-189
[Journal article]Authored by: Sandom, M.
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Tabata-Sandom, M., Banno, E., & Tomoko, W. (2023). The integrated effects of extensive reading and speed reading on L2 Japanese learners' reading fluency. Journal of Extensive Reading. 10(1), 1-24 Retrieved from https://jalt-publications.org/content/index.php/jer/issue/view/12
[Journal article]Authored by: Sandom, M.
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Tabata-Sandom, M. (2022). Metaphorical conceptualisations held by children and parents of Japanese-English bilingual families regarding learning Japanese in New Zealand. New Zealand Studies in Applied Linguistics. 28(2), 20-51
[Journal article]Authored by: Sandom, M.
Tabata-Sandom, M., Nishikawa, Y., & Ishii, D. (2020). Metaphorical conceptualizations of language learning by post-tertiary learners of Japanese. System. 94
[Journal article]Authored by: Sandom, M.
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4

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Tabata-Sandom, M. (2020). Teachers’ cognition regarding reading instruction in L2 Japanese. The Reading Matrix: an international online journal. 20(2), 41-60 Retrieved from http://www.readingmatrix.com/archive/20/2
[Journal article]Authored by: Sandom, M.
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Tabata-Sandom, M. (2020). Parental beliefs about children’s Japanese-English bilingualism in New Zealand. New Zealand Studies in Applied Linguistics. 26(1), 48-75 Retrieved from https://www.alanz.org.nz/journal/parental-beliefs-about-childrens-japanese-english-bilingualism-in-new-zealand/
[Journal article]Authored by: Sandom, M.
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Tabata-Sandom, M. (2020). Review of book Teaching extensive reading in another language by I.S.P. Nation & Rob Waring. Reading in a Foreign Language. 32(1), 61-64Retreived from https://nflrc.hawaii.edu/rfl/item/440
[Book Review]Authored by: Sandom, M.
Tabata-Sandom, M. (2017). L2 Japanese learners' responses to translation, speed reading, and pleasure reading as a form of extensive reading. Reading in a Foreign Language. 29(1), 113-132 Retrieved from http://nflrc.hawaii.edu/rfl/April2017/
[Journal article]Authored by: Sandom, M.
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Tabata-Sandom, M. (2016). Interview: Learning the core concept of Extensive Reading from Richard Day. The Language Teacher. 40(6), 14-17 Retrieved from http://jalt-publications.org/tlt
[Journal article]Authored by: Sandom, M.
Tabata-Sandom, M., & Macalister, J. (2009). That ‘eureka feeling’: A case study of extensive reading in Japanese. New Zealand Studies in Applied Linguistics. 15(2), 41-60
[Journal article]Authored by: Sandom, M.
Tabata-Sandom, M. (2016). What types of texts and reading aids are good for Japanese graded readers?. Journal of Extensive Reading. 4, 21-46
[Journal article]Authored by: Sandom, M.
Tabata-Sandom, M. (2016). How do learners of Japanese read texts when they use online pop-up dictionaries?. The Reading Matrix. 16(2), 98-109
[Journal article]Authored by: Sandom, M.
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Tabata-Sandom, M. (2015). L2 reading perceptions of learners of Japanese: The influence of the reading instruction. The Reading Matrix. 15(1), 274-289
[Journal article]Authored by: Sandom, M.
Tabata-Sandom, M. (2013). The reader-text-writer interaction: L2 Japanese learners’ response toward graded readers. Reading in a Foreign Language. 25(2), 264-282
[Journal article]Authored by: Sandom, M.
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Tabata-Sandom, M., & Macalister, J. (2009). That 'eureka feeling': A case study of extensive reading in Japanese. New Zealand Studies in Applied Linguistics,. 15(2), 41-60
[Journal article]Authored by: Sandom, M.

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Book

Tabata-Sandom, M. (Ed.) (2023). Gengo kyooiku ni okeru tadoku. : Kuroshio Shuppan
[Edited Book]Edited by: Sandom, M.
Tabata-Sandom, M. (2016). A balanced approach: A future direction of L2 Japanese reading instruction for New Zealand tertiary institutions. In M. Ogino, S. Penny, & D. Nesbitt (Eds.) Creating new synergies: Approaches of tertiary Japanese programmes in New Zealand. (pp. 232 - 265). : Massey University Press
[Chapter]Authored by: Sandom, M.

Conference

Tabata-Sandom, M., & Matsushita, T. (2019). Constructing a Participatory Website “Yomimono Ippai” for Extensive Reading in Japanese.. The 8th International Conference on Computer Assisted Systems for Teaching & Learning Japanese (CASTEL/J) Proceedings. (pp. 122 - 125). : The 8th International Conference on Computer Assisted Systems for Teaching & Learning Japanese (CASTEL/J)
[Conference Paper in Published Proceedings]Authored by: Sandom, M.
Tabata-Sandom, M. (2018, November). L2 Japanese teachers' cognition in reading. Presented at 44th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition (also known as 2018JALT). Shizuoka Convention & Arts Center "Granship", Shizuoka, Japan.
[Conference Oral Presentation]Authored by: Sandom, M.
Watanabe, T., Banno, E., & Tabata-Sandom, M. (2018). Development of a reading fluency measurement tool: Making elementary completion level Japanese texts and comprehension questions. EAJS 2017 15th International Conference of the European Association for Japanese Studies Proceedings. (pp. 483 - 483). : EAJS 2018 International Conference of the European Association for Japanese
[Conference Paper in Published Proceedings]Authored by: Sandom, M.
Tabata-Sandom, M. (2018). L2 Japanese reading fluency and motivation enhancement: Effects of speed reading and extensive reading. The Fourth Extensive Reading World Congress Proceedings. : The Fourth Extensive Reading World Congress
[Conference Paper in Published Proceedings]Authored by: Sandom, M.
Tabata-Sandom, M. (2017, August). L2 Japanese learners' responses to extensive reading and speed reading in advanced reading courses. Presented at The Fourth World Congress in Extensive Reading. Tokyo, Japan.
[Conference Oral Presentation]Authored by: Sandom, M.

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Watanabe, T., Banno, E., & Tabata-Sandom, M. (2017, August). Development of a reading fluency measurement tool: Examination of Japanese language texts and content comprehension problems at the elementary completion level. Presented at EAJS2017 15th International Conference of the European Association for Japanese Studies. Lisbon, Portugal.
[Conference Oral Presentation]Authored by: Sandom, M.
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Tabata-Sandom, M. (2017, May). Introducing online tools - self-study online speed reading training for students and teachers. Sharing research data on a Japanese learning website. Presented at Auckland LANGSEM 2017. Auckland, New Zealand.
[Conference Oral Presentation]Authored by: Sandom, M.
Tabata-Sandom, M. (2016). Dynamism of student teachers’ learning at a practicum course of L2 Japanese. , The 2016 Applied Linguistics Association of Australia (ALAA) annual conference
[Conference Abstract]Authored by: Sandom, M.
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Tabata-Sandom, M. (2016, March). Speed reading training for advanced learners of Japanese. Presented at AATJ 2016 Annual Spring Conference. Seattle, United States of America.
[Conference Oral Presentation]Authored by: Sandom, M.
Tabata-Sandom, M. (2016, December). Dynamism of student teachers’ learning at a practicum course of L2 Japanese. Presented at The 2016 Applied Linguistics Association of Australia (ALAA) annual conference. Melbourne, Australia.
[Conference Oral Presentation]Authored by: Sandom, M.
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Tabata-Sandom, M. (2015). 日本語上級学習者の読解授業における速読・多読・精読 (Speed Reading, Extensive Reading, and Intensive Reading in advanced-level Japanese reading classes). (pp. 43 - 44). , Japanese Studies Association of Australia 2015 Conference
[Conference Abstract]Authored by: Sandom, M.
Tabata-Sandom, M. (2015, June). 日本語上級学習者の読解授業における速読・多読・精読 (Speed Reading, Extensive Reading, and Intensive Reading in advanced-level Japanese reading classes). Presented at Japanese Studies Association of Australia Conference 2015. Melbourne, Australia.
[Conference Oral Presentation]Authored by: Sandom, M.
Tabata-Sandom, M. (2013). How can we help L2 Japanese learners to become fluent readers?. , Japanese Studies Association of Australia 2013 Conference
[Conference Abstract]Authored by: Sandom, M.
Tabata-Sandom, M. (2013, July). How can we help L2 Japanese learners to become fluent readers?. Presented at Japanese Studies Association of Australia 2013 Conference. Canberra, Australia.
[Conference Oral Presentation]Authored by: Sandom, M.
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Tabata-Sandom, M. (2016). Speed reading training for advanced learners of Japanese. In The American Association of Teachers of Japanese 2016 Annual Spring Conference Proceedings(pp. 24 - 25). , AATJ 2016 Annual Spring Conference
[Conference Abstract]Authored by: Sandom, M.
Tabata-Sandom, M. (2012). 読解テキストの書き換え－学習者が読みやすいグレーディッド・リーダー作成を目指して (Rewriting reading texts: Towards creating easy-to-read Japanese graded readers). In The First World Congress in Extensive Reading Proceedings(pp. 182 - 184). , The First World Congress in Extensive Reading: Extensive Reading Foundation and the Extensive Reading Special Interest Group of the Japan Association for Language Teaching
[Conference Abstract]Authored by: Sandom, M.

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Thesis

Sandom, M. (2013). Investigation into the efficacy of text modification: What type of text do learners of Japanese authenticate?. (Doctoral Thesis, Victoria University of Wellington, New Zealand) Sandom, M. (2013). Investigation into the efficacy of text modification: What type of text do learners of Japanese authenticate?. (Doctoral Thesis)
[Doctoral Thesis]Authored by: Sandom, M.
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Other

Sandom, M. (2022, August). Advanced L2 English learners' experiences of online ER through Xreading. In Extensive Reading Around the World 2022.
[Oral Presentation]Authored by: Sandom, M.
Tabata-Sandom, M. (2021). コロナ禍でさらなる活用が期待されるオンライン日本語多読サイト.
[Internet publication]Authored by: Sandom, M.
Sandom, M. (2021, November). An autoethnographic study of an advanced learner of English: My L2 identity in reading and listening. In 2021 ALANZ conference.
[Oral Presentation]Authored by: Sandom, M.
Sandom, M. (2021, October). Learning to read in English: Experiences of online extensive reading from nine mature L2 English learners living in NZ. In 2021 CLESOL.
[Oral Presentation]Authored by: Sandom, M.
Sandom, M. (2021). コロナ禍でさらなる活用が期待されるオンライン日本語多読サイト (More expectations given to online Japanese extensive reading websites under the COVID-19 pandemic).
[Internet publication]Authored by: Sandom, M.

Consultancy and Languages

Languages

  • Japanese
    Last used: used everyday
    Spoken ability: Excellent
    Written ability: Excellent