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Classical and Modern Languages and Literatures
Texas Tech University
Box 42071
Lubbock, TX 79409-2071
(806) 834-2194


2006 – 2013

PhD in Second Language Studies, Michigan State University


2004 – 2006

Master of Science in Linguistics (Applied Linguistics Concentration), Georgetown University


2000 – 2004

Bachelor of Arts in English Languages and Studies, Sophia University, Tokyo, Japan


2013 Fall – Present
Assistant Professor and Coordinator of Japanese Language Program, Classical and Modern Languages and Literatures, Texas Tech University.



Traxler, R. Nakatsukasa, K. (2018). The Effectiveness of Voice-On and Voice-Off Instruction on ASL Vocabulary Acquisition, Language Teaching Research.

Elola, I., Nakatsukasa, K., Tecedor, M. (2018). Developing academic literacy: The case of multilingual graduate students, L2 Journal, 10(2), 158-182.

Nakatsukasa, K. (2016). Efficacy of Gestures and Recasts on the Acquisition of Locative Prepositions. Studies in Second Language Acquisition, 38, 771-799.

Nakatsukasa, K., Loewen, S. (2015). Teacher’s L1 Use in Spanish-as-a-foreign-language-Classroom. Language Teaching Research, 19, 133-149.

Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S., Chen, X.  (2009). L2 learners’ beliefs about grammar instruction and error correction. Modern Language Journal, 93, 91-104.

Mackey, A., Al-Khalil, M., Atanassova, G., Hama, M., Logan-Terry. A, & Nakatsukasa, K. (2007). Teachers’ intentions and learners’ perceptions about corrective feedback in the L2 classroom. Innovation in Language Learning and Teaching, 1, 129-152.




Nakatsukasa, K. (In Press). Gestures, corrective feedback, and second language development, In H. Nassaji & E. Kartchava (Eds.), The Cambridge handbook of corrective feedback in language learning and teaching. Cambridge University Press.

Sachs, R. & Nakatsukasa, K. (Accepted). Aptitude-treatment interactions in depth of processing: Individual differences and prior linguistics coursework predict learners’ reported approaches to different computer-mediated language learning activities, In R. Leow (Ed.), SLR Handbook of Classroom Learning: Processing and Processes, Routledge, New York.

Nakatsukasa, K. & Loewen, S. (2017). Non-verbal Corrective Feedback. In H. Nassaji, & E. Kartchava (Eds.), Corrective feedback in second language teaching and learning: Decades of inquiry and application (pp. 158-173), Routledge, New York.

Nakatsukasa, K. (2017). タスクを効果的に用いよう(Effective use of communicative tasks in a language classroom), 理論と実践例で学ぶ第二言語習得研究に基づく英語指導のエッセンス(English education based on theories and practices of second language acquisition) (pp.75-88),  大修館(Taishukan), Tokyo, Japan. 

Nakatsukasa, K. (2017). Interlocutors’ gender impact on L2 Acquisition: Analysis of L2 grammar Acquisition via communicative tasks. In L. Gurzynski-Weiss (Ed.), Expanding individual difference research in the interaction approach: Investigating learner, instructor and researcher IDs (pp. 100-119), John Benjamins, Amsterdam, Netherlands.


Martens, P., Nakatsukasa, K., Percival, H. (2016). Music Training Correlated with Visual but not Phonological Foreign Language Learning Skills, Proceedings of 14th International Conference on Music Perception and Cognition, 352-354.

Nakatsukasa, K. (2009).The efficacy and students’ perceptions of collaborative blogging in an ESL classroom. In C. A. Chapelle, H. G. Jun, & I. Katz (Eds.), Developing and evaluating language learning materials (pp. 69‐84). Ames, IA: Iowa State University.



Nakatsukasa, K. (2017). Input Enhancement for EFL Classrooms, Eigokyouiku (English Education). 2017 December, Taishukan, Japan. 

Nakatsukasa, K. (2007). What Is a Task?, Eigokyouiku (English Education). 2014 July, 24-26, Taishukan, Japan.



Nakatsukasa, K. Computer Avatar's Gestures and Pronunciation learning, Babbel, Berlin, Germany. 


Nakatsukasa, K. Incorporating gestures in recasts: Acquisition of locative prepositions, Kansai University, Osaka, Japan.



Nakatsukasa, K. 「教室内での第一言語使用について〜言語学習効果を高めるために〜」(Use of a first language in a language classroom: To promote the effectiveness of language learning), Miyagi University of Education, Sendai, Japan.



Nakatsukasa, K. How instructor uses gesture when providing feedback in a JFL classroom, Invited panel at “Function and Form in Bilingual Gesture” at SLA Graduate Student Symposium 2010, University of Wisconsin-Madison, Wisconsin.


Internal Applications (Funded)


"Computer Avatar Language Teacher: Improving Japanese and Arabic Learners’ Pronunciation" Scholarship Catalyst Program, PI: Kimi Nakatsukasa, Co-PI: Aaron Braver, Miranda Scolari, Tommy Dang ($3,500)


"Teaching Foreign Language Pronunciation through Educational Avatars" Seed Grants for Interdisciplinary Research, Texas Tech University, PI: Kimi Nakatsukasa, Co-PI: Aaron Braver, Miranda Scolari, Tommy Dang ($100,000)


“Analysis of the interactions between foreign language learners' individual differences, level of cognitive processes, and language learning” Scholarship Catalyst Program, PI: Kimi Nakatsukasa ($3,359)


External Applications (Funded)


“Gesture and Acquisition of Prepositions by L2 Learners” Language Learning Journal, PI Kimi Nakatsukasa, Co-PI Gale Stam, 2 years ($10,000).

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