Faculty of Liberal Arts
Associate Professor
Language and Literacies Education
B.A., London Guildhall University
DELTA, University of Cambridge
M.A., University of Leicester
Ph.D., University of Toronto
Email: chrisharwood[at]sophia.ac.jp
Office: 10-623
Tel: 03-3238-3069
I am an educational researcher working at the intersection of human-computer interaction, mediated learning, and pedagogy. Drawing on sociocultural perspectives, I examine how cultural tools, technologies, and social relationships mediate learning, and how educational theory and practice can inform the teaching and learning of rhetoric, inquiry, and communication in higher education.
Book Chapters
・Harwood, C. (2026). Obuchenie in One-to-One Writing Tutorials: Searching for an Aha Moment. In M. Shohel (Ed.), Bridging Theory and Application Through Practitioner Research in Higher Education (pp. 87-108). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-7142-8.ch004
・Harwood, C. (2023). Appropriating Zoom to Provide Access to One-to-One Writing Support. In J. Keengwe (Ed.), Handbook of Research on Innovative Frameworks and Inclusive Models for Online Learning (pp. 194-214). IGI Global. https://doi.org/10.4018/978-1-6684-9072-3.ch010
・Harwood, C. (2023). Factors to Consider When Moving a Cooperative Academic Literacy Activity Online. In N. Alias, S. Syed-Aris, & H. Hashim (Eds.), Cases on Responsive and Responsible Learning in Higher Education (pp. 360-379). IGI Global. https://doi.org/10.4018/978-1-6684-6076-4.ch020
・Harwood, C. (2021). Active blended learning in an undergraduate English for academic purposes program. In B. C. Rodriguez, & A. Armellini (Eds.), Cases on active blended learning in higher education (pp.122-148). IGI Global. http://doi:10.4018/978-1-7998-7856-8.ch007
・Hirose, K., & Harwood, C. (2019). Factors influencing English as a foreign language (EFL) writing instruction in Japan: a teacher education perspective. In Seloni, L. & Henderson Lee, S (Eds), Second language writing instruction in global contexts: English language teacher preparation and development. (pp.71-90). Multilingual Matters. ISBN 9781788925853
・Harwood, C., Demmans Epp, C., & Brett, C. (2019). Appropriating Facebook Groups to support literacy development in English for academic purposes contexts. In A. Palalas (Ed.) Blended Language Learning: International perspectives on innovative practices. (pp.134-156) Open University of China Press.
Articles & Papers
・Harwood, C. (2025). Japanese undergraduates’ use of ChatGPT in an English public speaking course. In Y. Choubsaz, P. Díez-Arcón, A. Gimeno-Sanz, V. Morgana, A. C. Murphy & F. L. Seracini (Eds.), Advancing CALL: New research agendas – EUROCALL 2025 Short Papers. https://doi.org/10.4995/EuroCALL2025.2025.21297
・Harwood, C. (2023). Appropriating zoom to host and conduct writing center tutorials. In CALL for all Languages – EUROCALL 2023 Short Papers. 15-18 August 2023, University of Iceland, Reykjavik.https://doi.org/10.4995/EuroCALL2023.2023.16873
・Harwood, C., & Koyama, D. (2021). Employing reflective practice to inform adjunct-faculty onboarding. Innovation in Language Learning and Teaching, 16(2), 191-203. https://doi.org/10.1080/17501229.2021.1895800
・Harwood, C., & Koyama, D. (2020). Creating a virtual writing center to support self-regulated learning, Studies in Self-Access Learning, 11(3), 164–186. https://doi.org/10.37237/110306
・Harwood, C., & Brett, C. (2019). Obuchenie online: The applicability of Vygotskian pedagogy to online teaching and learning. Technology, Interaction, Cognition and Learning 11(2-3),141-161.PDF
・Harwood, C., & Lai, C. (2017). Linguistic capital: Language medium of instruction policy in Hong Kong. Language Problems and Language Planning, 41(2), 159-167 https://doi.org/10.1075/lplp.41.2.05har