Publications

 
 

  1. 1.Kindt, D. (2019). Tools for Increasing Proficiency in Speaking, Book 1. (12th ed.) Nagoya: WellOn. ISBN: 4-902147-15-7. (webpage)

  2. 2.Kindt, D. (2019). Tools for Increasing Proficiency in Speaking, Book 2. (12th ed.) Nagoya: WellOn. ISBN: 4-902147-11-4. (webpage)

  3. 3.Kindt, D. (2018). Effects of an Awareness-Raising Peer Video Activity on Participatory Patterns in EFL Recursive Practice. Paper presented at the Annual American Association for Applied Linguistics (AAAL) Conference, March 24, 2018.

  4. 4.Kindt, D., and Bowyer, D. S. (2018). A working paper exploring the effects of recursive conversations on participants’ fluency development in a first-year EFL oral communication course. Bulletin of Nagoya University of Foreign Studies, 2, 103-130. (pdf)

  5. 5.Kindt, D. (2017). A working paper on multiple resources for indicating change-of-state in novice-to-novice conversations for learning. Nagoya University of Foreign Studies Journal of the School of Contemporary International Studies, 13, 195-220. (pdf)

  6. 6.Kindt, D. (2014). Interactional language and head-held camcorders. In R. Chartrand, G. Brooks, M. Porter & M. Grogan (Eds.), The 2013 Pan-SIG Conference Proceedings (pp. 177-187). Nagoya: JALT. (pdf)

  7. 7.Kindt, D. (2013). Employing POV video to develop interactional competence in oral communication courses. ACTC2013 Proceedings (pp. 231-242). Osaka: IAFOR. (pdf)

  8. 8.Kindt, D. (2013). Improving collaborative dialogues with POV video. In N. Sonda & A. Stewart (Eds.), JALT2012 Conference Proceedings. Tokyo: JALT. (pdf)

  9. 9.Kindt, D. (2012). A selection of point of view camcorders: Technical specifications, classroom trials, and potential applications. Nagoya University of Foreign Studies Journal of the School of Contemporary International Studies, 8, 125-146. (pdf)

  10. 10.Kindt, D. (2011). Seeing through the eyes of the students: First impressions of recording in the classroom with a GoPro® head-mounted camcorder. Nagoya University of Foreign Studies Journal of the School of Contemporary International Studies, 7, 179-199.

  11. 11.Kindt, D. (2010). First impressions from recording in the classroom with a GoPro® head-mounted camcorders. PeerSpectives, 6, 14-18. (pdf)

  12. 12.Kindt, D. (2010). Exploring student engagement dynamics: Initiating model-building from a case study. Nagoya University of Foreign Studies Journal of the School of Contemporary International Studies, 6, 193-212. (pdf)

  13. 13.Kindt, D. (2010). Exploring student engagement dynamics. IATEFL Research, 24, 15-19. (pdf)

  14. 14.Kindt, D. (2009). Notes on the Northwest Council for Computer Education 2008 Conference. Nagoya University of Foreign Studies Journal of the School of Contemporary International Studies, 5, 269-282.

  15. 15.Miller, T., and Kindt, D. (2008). Interactive feedback in the Power-Up! Tutorial. Nagoya University of Foreign Studies Journal of the School of Contemporary International Studies, 4, 231-263.

  16. 16.Kindt, D. (2005). A complex systems view of course design: A case study in the application and development of recursive procedures. Nagoya University of Foreign Studies Journal of the School of Contemporary International Studies, 1, 157-191.

  17. 17.Kindt, D. (2004). A systemic view of emergent course design: A multi-method exploration of the complex, dynamic nature of student engagement in an emergent EFL course. University of Birmingham, UK. Ph.D. dissertation, Module 3

  18. 18.Kindt, D. (2004). Students’ Own Conversation Cards. (5th Ed.). Nagoya: WellOn.

  19. 19.Kindt, D. (2004). The Power-Up! Tutorial: Views from a student, tutor, and class leader. Nagoya University of Foreign Studies Journal of the School of Global Business and Economics, 13, 347-381.

  20. 20.Kindt, D. (2003). A systemic view of emergent course design: Pilot research methodology and data-collection instruments and techniques for exploring student engagement. University of Birmingham, UK, Ph.D. dissertation, Module 2

  21. 21.Kindt, D. (2002). Towards a complex systems view of course design. Nagoya University of Foreign Studies Journal of the School of Global Business and Economics, 10, 281-323.

  22. 22.Kindt, D. (2001). Increasing autonomy with recorded conversations. JALT2000 Proceedings, 198-203.

  23. 23.Kindt, D., and Wright, M. (2001). Integrating language learning and teaching with the construction of computer learner corpora. Academia: Literature and Language, 70, 177-208. (pdf)

  24. 24.Kindt, D. (2001). Learning independence: Recording conversations for learner development. Independence: Newsletter of the IATEFL Learner Independence Special Interest Group, 29, 5-9.

  25. 25.Kindt, D. (2001). String Throw. English Teaching Professional, 20, 39.

  26. 26.Murphey, T., and Kindt, D. (June, 2001). Balancing variety and our ability to cope. Nanzan University LT Briefs, 14, 30-32.

  27. 27.Kindt, D. (2001). Yarn Toss: A simple activity for demonstrating interconnectedness in language classrooms. The Language Teacher, 25, 6, 54-55.

  28. 28.Kindt, D. (2001). Report on learning independence: Recording conversations for learner development. IATEFL2000 Dublin Conference Selections, 118-9.

  29. 29.Kindt, D., and Murphey, T. (2000). Class newsletters: Feedback as feedforward. JALT99 Proceedings, 85-90.

  30. 30.Kindt, D. (2000). Scaffolding learner independence using cassette recorders. Nanzan University LT Briefs, 12, 14-16.

  31. 31.Kindt, D. (2000). Zoning in materials in the EFL classroom. Thai TESOL Newsletter, 13, 2, 12-18.

  32. 32.Kindt, D. (2000). “Turning up the heat”: Energizing conversations with cassette recorders. The Language Teacher, 24, 6, 29-31.

  33. 33.Kindt, D. (2000). A systemic view of emergent course design: Part 1, A theoretical framework; Part 2, A case study. University of Birmingham, UK. Ph.D. dissertation, Module 1

  34. 34.Kindt, D., Lewis, P., and Taylor, M. (2000). Chaos and complexity science: Practical insights for the language classroom. IATEFL 1999 Edinburgh Conference Selections.

  35. 35.Kindt, D. (2000). Don't forget your SOCCs! Nagoya: Sankeisha.

  36. 36.Kindt, D. (1999). Exploring spontaneity in teaching…and learning from the result. Nanzan University LT Briefs, 10, 5-7.

  37. 37.Kindt, D. (1999). Using students’ own conversation cards in large EFL classes: A preliminary report. Academia: Literature and Language, 66, 171-193.

  38. 38.Davies, L., and Kindt, D. (1999). Exploiting longitudinal videoing of student conversations: Focusing awareness and noticing. Nanzan’s Language Teacher Briefs 11, 8-10.

  39. 39.Kindt, D., Cholewinski, M., Kumai, W., Lewis, P., and Taylor, M. (1999). Complexity and the language classroom. Academia: Literature and Language, 67, 235-258.

  40. 40.Kumai, W., Lewis, P., Taylor, M., Cholewinski, M., and Kindt, D. (1999). The language classroom on a complex systems matrix. JALT98 Proceedings.

  41. 41.Kindt, D. (1998). Interaction from the first day: Students’ voices in effecting lesson plans. Academia: Literature and Language, 65. 111-136.

  42. 42.Kindt, D. (1998). SOCC-Talk: Students’ Own Conversation Cards. Nanzan University LT Briefs #8. 14, 15.

  43. 43.Kindt, D. (1998). Turning up the heat: Using recorders to energize conversations. Nanzan University LT Briefs #9. 24-26.

  44. 44.Kindt, D. (1997). Action Research: Less anxiety, more interaction. The Academic Journal of Trident School of Languages 1997, 54-83.

  45. 45.Kindt, D. (1997). Understanding instructions survey. JALT97 Proceedings, 39-43.

  46. 46.Kindt, D., & Kindt, S. (1996). Why don't you find out for yourself? Book 1. Nagoya: Kawajuku Press.

  47. 47.Kindt, D., & Kindt, S. (1996). Why don't you find out for yourself? Book 2. Nagoya: Kawajuku Press.

  48. 48.Kindt, D. (MA thesis). Twenty-Two in the Same Boat: Looking at Instructional Language and the Development of Classroom Culture. School for International Training, March, 1996.

  49. 49.Yoshizumi, C., Adamson, C., & Kindt, D. (1994). In for a penny, in for a pound. (2nd ed.). Nagoya: Kawajuku Press.

  50. 50.Kindt, D., & Yoshizumi, C. (1994). Suggestive-Accelerative learning at Trident School of Languages, 1992. The Academic Journal of Trident School of Languages 1993, 55-78.