Papers - CULLEN Brian
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Magic Moments: Positive Psychology in Action in the Classroom
Brian Cullen, Sarah Mulvey
Proceedings of Sojo University Teaching and Learning Forum 2018 2018.12
Authorship：Lead author Language：English Publishing type：Research paper (international conference proceedings) Publisher：Sojo University Teaching and Learning Forum
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Confusion, Agony and Ecstasy - A Material Writer's Perfect Storm Reviewed
Brian Cullen
Between the Keys 25 ( 3 ) 2018.11
Authorship：Lead author Language：English Publishing type：Research paper (scientific journal) Publisher：Japan Association of Language Teaching
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Practical Positive Psychology Activities for the Language Classroom International coauthorship
Brian Cullen
Stretching boundaries. Papers from the third International Psychology of Language Learning conference, Tokyo, Japan 7-10 June, 2018 2018.11
Language：English Publishing type：Research paper (scientific journal) Publisher：International Association of the Psychology of Language Learning (IAPLL)
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Positive Psychology: From the Classroom to the World Reviewed International coauthorship
Brian Cullen & Ben Backwell
JALT Postconference Publication - JALT 2017 2018.08
Authorship：Lead author Language：English Publishing type：Research paper (scientific journal) Publisher：Japan Association of Language Teaching
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The Rules You Live By: Clarifying Beliefs and Values in the Classroom International coauthorship International journal
Brian Cullen, Ian Roth
Humanistic Language Teaching 2018.06
Authorship：Lead author Language：English Publishing type：Research paper (scientific journal) Publisher：Pilgrims
This paper discusses how the development of autonomous, critical, and reflective thinking can be nurtured through an enjoyable classroom learning activity called The Rules of Life which facilitates the learner driven formulation of personal rules of life.
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Revisiting Goal Setting in NLP Reviewed International journal
Brian Cullen
Acuity 7 27 - 40 2018.05
Authorship：Lead author Language：English Publishing type：Research paper (scientific journal) Publisher：Association of NLP (ANLP)
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A Case Study of a Textbook's Development Over 20 Years
Brian Cullen
New Directions 36 11 - 19 2018.04
Authorship：Lead author Language：English Publishing type：Research paper (bulletin of university, research institution) Publisher：Nagoya Institute of Technology
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From Words to Symbols and Back Again Reviewed International journal
Brian Cullen & Tom Fallon
The Language Teacher 42 ( 2 ) 21 - 22 2018.03
Authorship：Lead author Language：English Publishing type：Research paper (scientific journal) Publisher：Japan Association of Language Teaching
Other Link： https://jalt-publications.org/node/23/articles/24206-words-symbols-and-back-again
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Uniting Multiple Perspectives in Material Writing Reviewed
Brian Cullen
Between the Keys 25 ( 2 ) 10 - 16 2018.02
Authorship：Lead author Language：English Publishing type：Research paper (scientific journal) Publisher：Japan Association of Language Teaching
Other Link： http://www.materialswriters.org/joomla/images/btk-cover-24-3.jpeg
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CLIL and the use of Content as a Context for Language Teaching Reviewed
Brian Cullen
Between the Keys 25 ( 3 ) 2018.01
Authorship：Lead author Language：English Publishing type：Research paper (scientific journal) Publisher：Japan Association of Language Teaching
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Investigating the Effects of Repeated Reading and NLP Language Patterns on Reading Rate
Brian Cullen, Ben Backwell
Nagoya City University Kiyo 2017.12
Authorship：Lead author Language：English Publishing type：Research paper (bulletin of university, research institution) Publisher：Nagoya City University
This paper investigates EFL student reading speed and describes a quasi-experimental study that attempted to quantify the effects of repeated reading and the use of NLP language patterns in the instructions. An experimental group (n=30) and a control group (n=30) carried out the same timed reading activity three times each lesson for five lessons. The instructions for the experimental group included NLP language patterns designed to promote faster reading. It was shown that the repeated reading is clearly correlated with gains in reading speed. With regard to the NLP language patterns, although there was an increase in mean reading speed, this was not shown to be statistically significant either within the lesson or over the course of the five lessons.
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Goal-Stepping: Setting and Clarifying Goals in Physical Space Reviewed International journal
Brian Cullen
Mental Space Pyschology Society Newsletter 8 8 - 15 2017.11
Authorship：Lead author Language：English Publishing type：Research paper (scientific journal) Publisher：Mental Space Pyschology Society
This article explores goal setting within the framework of embodied cognition and mental space psychology and discusses how a proposed "goal-stepping" process can be used in combination with traditional goal setting techniques in order to exploit the space around our bodies to reduce the cognitive workload. A study of goalsetting in the context of a Japanese university (n=40) is presented and the results indicate that the activity creates significant improvements (p<0.01) in three variables: clarity about the steps involved in setting goals (+37%), level of motivation towards goal (+22%), and belief in the likelihood of achieving the goal (+23%). Participants also indicated strongly (mean=82%) that physically moving in space helped them to identify the required steps towards the goal.
Other Link： https://www.academia.edu/35083191/Goal-Stepping_Setting_and_Clarifying_Goals_in_Physical_Space
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Rules of Life
Brian Cullen, Ian Roth
The Language Teacher 4１ ( 5 ) 27 - 28 2017.06
Authorship：Lead author Language：English Publishing type：Research paper (scientific journal) Publisher：Japan Association of Language Teachers (JALT)
In The Rules of Life, Templar (2012) provides advice for living better. Some "rules" he proposes include, "Accept what is done is done" and "Dedicate your life to something." While these kinds of rules proposed by other people can be useful, this activity helps students to identify their own rules. This can foster learner autonomy and critical thinking while also providing a fun language learning experience. After coming up with their own rules, the students represent them graphically with icons and share their rules in short group presentations.
Other Link： https://mail.jalt-publications.org/node/23/articles/6380-rules-life
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Helping Students to Develop Skills for Setting and Achieving Goals Reviewed
Brian Cullen, Ben Backwell
PanSig Journal 2017 2017.04
Language：English Publishing type：Research paper (scientific journal) Publisher：Japan Association of Language Teachers
This paper explores the process of helping students to develop skills for setting and carrying out goals in their academic and non-academic life. It may be of interest to researchers and teachers working in the areas of developing learner autonomy and critical thinking. The paper offers several learning activities that students have used successfully to carry out goals such as sports success, overseas study, raising TOEIC scores, and other personal goals. The learning activities are divided into two distinct groups: setting goals and carrying out goals.
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Utilizing NLP Language Patterns in Educational Settings Reviewed
Brian Cullen
Acuity Journal 6 66 - 77 2017.04
Language：English Publishing type：Research paper (scientific journal) Publisher：Association of Neuro-Linguistic Programming
This article aims to examine the use and influence of teacher language and behaviours in educational settings from an NLP perspective and to demonstrate how teachers have a strong influence on the lifelong beliefs of students and wider society. It also discusses how NLP language patterns can be effectively used in the classroom, and reports on two related research studies which support the positive effects of Milton language patterns on performance and motivation.
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The Wheel of Life as a Classroom Coaching Tool
Brian Cullen
New Directions 35 1 - 14 2017.04
Language：English Publishing type：Research paper (scientific journal) Publisher：Nagoya Institute of Technology
This paper examines the use of a classic coaching tool, the Wheel of Life, in a classroom setting. Students' academic success takes place within the framework of all areas of their life, including relationships, work, health, and much more. The Wheel of Life is helpful to recognize the interrelationship and mutual influence of the areas in a person's life and to begin to coach self or others to achieve greater success in every area. In this study, students were taught how to use the tool and the results are discussed. The paper identifies the areas of highest and lowest satisfaction and shares student voices.
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Creative Writing Across All the Senses
Brian Cullen
New Directions 34 19 - 26 2016.03
Language：English Publishing type：Research paper (bulletin of university, research institution)
This paper introduces some simple and effective techniques for engaging students' imaginations and interest more fully in their writing. In order to highlight the importance of involving the senses in the creative writing and other learning processes, the paper also examines the role that the senses play in our imagination and the activation of a greater area of the brain.
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Clean Language in the Language Classroom
Brian Cullen
New Directions 33 73 - 78 2015.03
Language：English Publishing type：Research paper (bulletin of university, research institution)
This paper explores how the questioning techniques of Clean Language can be used in the EFL classroom to help students to explore and enrich their own metaphors in simple language.
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Modelling the Generation and Maintenance of Classroom Rapport Reviewed
Brian Cullen, Brad Deacon
The Proceedings of JALT International Conference 2013 2 ( 2 ) 38 - 47 2014.06
Authorship：Lead author Language：English Publishing type：Research paper (international conference proceedings)
Rapport building between teachers and students is a critical component of any successful
learning community - a point emphasized by Stevick (1980) when he says, "success or failure in
a language course depends less on linguistic analysis and pedagogical techniques than on
what goes on inside and between the people in the classroom" (p. 4). So how do successful
teachers generate rapport with their students? The present study aims to answer this question
through modelling two exceptionally gifted rapport-building teachers using a tool called the
Experiential Array (Gordon & Dawes, 2005). This graphical tool was used in order to map out
the beliefs, strategies, emotions, and external behaviours of the teachers in this study. The
paper begins by examining the concept of rapport and outlining a methodology for modelling.
Several figures representing the results and a discussion of the key emergent commonalities
between each teacher are then provided. Finally, suggestions on how these results can be used
pragmatically to enable other teachers to generate rapport are given. -
Facilitating Learning Shifts Through Milton Model Language Patterns
Brian Cullen, Brad Deacon, Sarah Mulvey, Ben Backwell
The 2013 Pan-SIG Conference Proceedings 22 - 29 2014.05
Language：English Publishing type：Research paper (scientific journal)
This paper taps into the fields of hypnotherapy and neuro-linguistic programming (NLP), and
more specifically the language patterns of the Milton Model (e.g. Bandler & Grinder, 1975a,
1975b, 1976; Grinder, DeLozier & Bandler, 1977), as tools for stimulating EFL learners' reading
and writing speeds. The paper begins and ends with a story that frames the importance of effective
communication in the classroom. Next it offers an overview of various Milton Model language
patterns, including short explanations of each pattern and contextualized examples as they were
used in each study within this paper. Then a brief outline of the two studies, the first on timed
reading and the second on timed writing, are included together with their respective results. Finally,
various conclusions are provided that support the usage of language patterns as tools to increase
students' reading and writing speeds. Ultimately, we will show that language patterns do have a
positive impact on student's ability to learn more effectively.
