宮本 友紀 / Miyamoto Yuki
所 属
経営情報学部 情報システム学科
職 名
教授
連絡方法
miyamoto@nuis.ac.jp
学 歴
1995年3月 お茶の水女子大学 文教育学部哲学科卒業
1998年5月 Department of Speech Communication, College of Visual and Performing Art, Syracuse University 修了
2003年3月 富山大学教育学研究科 教科教育専攻(英語教育専修) 修了
学 位
教育学修士（富山大学、2003年3月）
Master of Science（Syracuse University、1998年5月）
職 歴
2006年～2009年 富山工業高等専門学校 非常勤講師
2008年～2009年 富山大学 非常勤講師
2009年～2015年 福井工業高等専門学校 一般科目教室 講師
2015年～2022年 福井工業高等専門学校 一般科目教室 准教授
2022年～2026年 福井工業高等専門学校 一般科目教室 教授
研究分野
外国語教育・TESOL・TEFL
ICTを活用した学習環境の設計や、学習者の自律性と情意変容に関する研究を行っています。
所属学会
全国英語教育学会・中部地区英語教育学会、全国高等専門学校英語教育学会
主要業績
論文
①宮本 友紀・藤田 卓郎・木下 若奈（2026）．高専生を対象としたオンライン英会話導入授業の実践と学習者の情意的側面に関する考察．全国高等専門学校英語教育学会研究論集, 45, 131–140.
②Fujita, T., Kinoshita, W., & Miyamoto, Y. (2026). Examining KOSEN students’ motivational patterns in English learning through the lens of self-determination theory. 全国高等専門学校英語教育学会研究論集, 45, 31–40.
③Miyamoto, Y. (2022). Global human resource development in KOSEN: Perspectives from EFL teaching. In Proceedings of the 12th International Symposium on Advances in Technology Education (pp. 137–139).
④宮本 友紀・藤田 卓郎・村 香織・倉内 麻衣（2020）．Moodleを活用したリメディアル教育の取り組み．全国高等専門学校英語教育学会研究論集, 39, 109–118.
⑤宮本 友紀・藤田 卓郎（2017）．多言語環境で働く技術者の英語力に関するニーズ分析．福井工業高等専門学校研究紀要, 51, 55–64.
教科書
①亀山 太一, 青山 晶子, 武田 淳, 石貫 文子, 井上 英俊, 大塚 聖, 大畑 真也, 大森 誠, 紙谷 智, 小泉 嘉輝, 佐竹 直喜, 菅原 崇, 瀬川 直美, 高越 義一, 種村 俊介, 土屋 知洋, 服部 真弓, 藤田 卓郎, 宮本 友紀 (2026）．『広島工業大学 共通英語テキスト Fundamental Science in English：理工系学生のための基礎英語』成美堂.
②亀山 太一, 青山 晶子, 武田 淳, 石貫 文子, 大森 誠, 佐竹 直喜, 菅原 崇, 瀬川 直美, 種村 俊介, 土屋 知洋, 服部 真弓, 前田 哲宏, 森 和憲, 井上 英俊, 紙谷 智, 高越 義一, 藤田 卓郎, 宮本 友紀 (2017）．『理工系学生のための基礎英語 Ⅱ : Fundamental Science in English Ⅱ』成美堂.
Yuki Miyamoto / 宮本 友紀
Affiliation
Professor，Faculty of Business and Informatics
Contact
miyamoto@nuis.ac.jp
Research Field
Foreign Language Education / TESOL / TEFL
My research interests include the design of ICT-enhanced learning environments, learner autonomy, and affective changes in language learning.
Research achievements etc.
Treatise
1. Miyamoto, Y, Fujita, T, & Kinoshita, W. (2026). Implementing Online English Conversation in Classes for KOSEN Students: Insights Into Learners’ Affective Aspects. The Council of College English Teachers (COCET) : research reports, 45, 131–140.
Abstract:
This study examined the implementation of online English conversation activities in first-year KOSEN classes and their potential influence on learners’ affective aspects. A total of 207 students participated in four sessions of one-to-one online English conversation with foreign instructors. Data were collected through Likert-scale questionnaires and open-ended responses. The results indicated significant differences in perceived difficulty, stress, ability, expression, and initiative, suggesting changes in learners’ perceptions and reflections on English use. Open-ended responses further suggested that students reflected on both their language use and engagement in communication. Overall, the findings suggest that integrating online English conversation into regular classes may support learners’ reflective and active participation in English communication.
2. Fujita, T, Kinoshita, W, & Miyamoto, Y. (2026). Examining KOSEN students’ motivational patterns in English learning through the lens of self-determination theory. The Council of College English Teachers (COCET) : research reports, 45, 31–40.
Abstract:
The purpose of this study was to explore patterns of motivation and psychological needs among students at a National Institute of Technology (KOSEN) based on the framework of self-determination theory. One hundred ninety-nine second-year KOSEN students completed a questionnaire, and patterns in their English language learning motivations and trends in their psychological needs were quantitatively analyzed. The results showed that students primarily scored high in identified regulation but low in intrinsic motivation. Additionally, the need for competence was the key factor distinguishing students’ motivational profiles. The study suggests that stimulating students’ interest and curiosity in English and satisfying their need for competence are vital to improving KOSEN students’ motivation to learn English.
3. Miyamoto, Y. (2002). Global Human Resource Development in Kosen -Perspectives From EFL Teaching. Paper presented at The 12th International Symposium on Advances in Technology Education 137-139.
Abstract:
For the past few decades, it has been widely believed that the expansion of economic globalization increases the need for “global human resources” which enable companies to survive the stiff competition in global markets. Therefore, it now seems critical for Kosen to train “global engineers” in school in order to provide the companies that are expanding overseas with well-trained human resources. Focusing on these recent issues, this study examines the manner and extent to which “global” discourses are influenced and contextualized by social, economic, commercial, and political matters in Japan. It further explores the implications of the findings for teaching Kosen students in EFL classrooms.
