Cowie, N. (2024). SDGs: Community Learning in Okayama and the Setouchi Region. 30th Anniversary Conference Post-Conference Publication. Learning for change and action, making a difference for the future. ISSN 1882-1103. LEARNING LEARNING『学習の学習』31(1), 33-37. https://ld-sig.org/spring-2024-volume-31-no-1/
Cowie, N., & Alizadeh, M. (2023). The effect of online flipped lessons on language learning outcomes. Proceedings of Innovation in Language Learning Conference. Florence, Italy (Hybrid). November 9-10, 2023. (pp. 45-47). https://conference.pixel-online.net/ICT4LL/files/ict4ll/ed0016/FP/8466-ELRN6143-FP-ICT4LL16.pdf
Sakui, K., Nakamura, M., Prichard, C., & Cowie, N. (2023). What to do about Machine Translation? Language teacher beliefs and practices in Japan. Modern English Teacher. 32(5), 61-63. https://www.modernenglishteacher.com
Cowie, N., & Sakui, K. (2023). The Horizon Report: What can we learn about educational technology trends? The JACET International Convention Proceedings: The JACET 61st Commemorative International Convention. Redesigning of language and culture education in the global process of digital transformation (pp. 49-64). https://www.jacet.org/SelectedPapers/JACET61_2022_SP_9
Cowie, N., & Sakui, K. (2023). Should Machine Translation have a role in language classrooms or not? Pacific Journal of Technology Enhanced Learning, 5(1), 7-8. https://doi.org/10.24135/pjtel.v5i1.162
Alizadeh, M., & Cowie, N. (2022). Language learning and virtual reality: A scoping review. In S. Wilson, N. Arthars, D.Wardak, P. Yeoman, E. Kalman, & D.Y.T.Liu (Eds.), Reconnecting relationships through technology. Proceedings of the 39th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, ASCILITE 2022 in Sydney: e22258. https://doi.org/10.14742/apubs.2022.258
Cochrane, T., Narayan, V., Aiello, S., Alizedah, M., Birt, J. , Bone, E., Cowie, N. et al. (2022). Analysing mobile learning designs: A framework for transforming learning post-COVID. Australian Journal of Educational Technology, 38 (4), 1-21. https://doi.org/10.14742/ajet.7997
Cowie, N., & Alizadeh, M. (2022). The affordances and challenges of Virtual Reality for language teaching. International Journal of TESOL Studies, 4(3) 50-65. https://doi.org/10.46451/ijts.2022.03.05
Cowie, N. (2022). Flipgrid videos for student interaction. In T. Betts & P. Oprandi (Eds.) 100 ideas for active learning. ALN and University of Sussex Library. https://doi.org/10.20919/OPXR1032/101
Sakui, K., & Cowie, N. (2022). Language teacher learning in Japan: Joining a digital technology community of practice. In Y. Kimura, L. Yang & T-Y Kim (Eds.) Language Teacher Motivation, Autonomy and Development in East Asia. (pp. 157-176). New York: Springer Publishing Company. http://doi.org/10.1007/978-3-030-93467-5_9
Cowie, N., & Sakui, K. (2022). Micro-credentials: Surveying the landscape. In T. Cooper & J. York (Eds.). Remote Teaching and Beyond 2021. Proceedings of the JALTCALL 2021 Conference (pp. 15-27). https://doi.org/10.37546/JALTSIG.CALL.PCP2021-02
Narayan, V., Cochrane, T., & Cowie, N. et al. (2021). Mobile learning and socially constructed blended learning through the lens of Activity Theory. In Gregory, S., Warburton, S., & Schier, M. (Eds.) Back to the Future – ASCILITE ‘21. Proceedings ASCILITE 2021 in Armidale (pp. 166–171). https://doi.org/10.14742/ascilite2021.0123
Alizadeh, M., & Cowie, N (2021). An exploratory student-centred approach to immersive virtual reality: Reflections and future directions. In Gregory, S., Warburton, S., & Schier, M. (Eds.) Back to the Future – ASCILITE ’21. Proceedings ASCILITE 2021 in Armidale (pp. 131–136). https://doi.org/10.14742/ascilite2021.0117
Cowie, N. (2021). The role of digital technology in MUN preparation and MUN events. In D. Tatsuki & L. Zenuk-Nishide (Eds.) Model United Nations Simulations and English Lingua Franca: New Perspectives on Best Practices (pp. 96-109). Newcastle upon Tyne, UK: Cambridge Scholars Publishers.
Cowie, N., & Sakui, K. (2021). Making online videos more engaging for students. The JACET International Convention Proceedings: The JACET 60th Commemorative International Convention. English Language Education to Endure Changing Times: Facing the Reality of Society 5.0 (pp. 93-94). https://www.jacet.org/wp-content/uploads/60th_proceedings_ver3.pdf
Cleminson, T. & Cowie, N. (2021). Using design thinking as an approach to creative and communicative engagement in the English as a Foreign Language (EFL) classroom. Journal of University Teaching & Learning Practice. 18 (4). https://ro.uow.edu.au/jutlp/vol18/iss4/7
Cowie, N. (2021). The development of an Ecology of Resources for online English as a Foreign Language (EFL) teachers in a Japanese university during the COVID-19 pandemic. IJERI: International Journal of Educational Research and Innovation. 15, 419–430. https://doi.org/10.46661/ijeri.5356
Cowie, N., & Sakui, K. (2021). Teacher and student-created videos in English Language Teaching. ELT Journal, 75 (1), 97-102. http://dx.doi.org/10.1093/elt/ccaa054
Ishida, M., Bulin, A., Cowie, N., & Yoshikawa, M. (2020). Faculty development in the time of COVID-19: Four narrative perspectives. Bulletin for the Institute of Education and Student Services, Okayama University, 5, 105-120.
Cowie, N. & Sakui, K. (2020). Making engaging online videos: What can higher education teachers learn from YouTubers? In S. Gregory, S. Warburton, & M. Parkes (Eds.), ASCILITE’s First Virtual Conference. Proceedings ASCILITE 2020 in Armidale (pp. 71-77). https://doi.org/10.14742/ascilite2020.0105
Cochrane, T., Birt, J., Cowie, N., et al. (2020). A collaborative design model to support hybrid learning environments during COVID-19. In Gregory, S., Warburton, S., & Parkes, M. (Eds.), ASCILITE’s First Virtual Conference. Proceedings ASCILITE 2020 in Armidale (pp. 84–89). https://doi.org/10.14742/ascilite2020.0119
Narayan, V., Cochrane, T., Cowie, N., et al. (2020). A mobile ecology of resources for Covid-19 learning. In S. Gregory, S. Warburton, & M. Parkes (Eds.), ASCILITE’s First Virtual Conference. Proceedings ASCILITE 2020 in Armidale (pp. 174–179). https://doi.org/10.14742/ascilite2020.0122
Cowie, N., & Sakui, K. (2020). Advice from the field: Tips for teaching online. Kobe JALT Journal, 2(1), 23-29.
Cowie, N., & Sakui, K. (2019). Enhancing student retention rates on open non-formal online language learning courses. Pacific Journal of Technology Enhanced Learning, 1, 1, 15-24. https://doi.org/10.24135/pjtel.v1i1.17
Cleminson, T., & Cowie, N. (2019). Design Thinking and creative group engagement in the EFL classroom. Proceedings of the Asian Conference on Language Learning. May 16th-18th, 2019. Toshi Center Hotel, Nagatacho, Tokyo, Japan
Cowie, N. (2019) Model United Nations: Student and teacher views. In T. Kida (Ed.), GEIC Working Papers I: Learners’ Profiles, Tsukuba (Japan), Research Forum on Global Education and International Communication (GEIC), pp. 33-42.
Cowie, N. (2018). Student transcription for reflective language learning. ELT Journal, 72, 4, 1, 435-444.
Cowie, N., & Sakui, K. (2018). Learning English through digital projects: A Japanese university case study. Osaka JALT Journal, 5, 20-43.
Sakui, K., & Cowie, N. (2017). Bridges between SLA research and classroom teaching: Implications from foreign language teaching in New Zealand primary and secondary schools. Proceedings of the Asian Conference on Education. October 19th-22nd, 2017. Art Centre Kobe, Kobe, Japan.
Cowie, N., & Sakui, K. (2016). The use of rubrics for the assessment of digital products in language learning. In M. Iguchi & L. Yoffe (Eds.) Mobile learning in and out of the classroom: Balancing blended language learner training (pp. 12-17). Proceedings of The 42nd (2015) JACET Summer Seminar. The Japan Association of College English Teachers.
Cowie, N., & Sakui, K. (2015). Assessment and e-learning: Current issues and future trends. The JALT CALL Journal, 11, 3, 271-281.
Cowie, N., & Uchida, C. (2015). Claire’s case: Introducing e-learning into a Japanese university EFL class. rEFLections (King Mongkut’s University of Technology, Thonburi, Thailand: KMUTT Journal of Language Education) 19, 1-16.
Cowie, N., & Sakui, K. (2014). Take your pick: Out-of-class, blended language and Web 2.0 projects, and online. The JALT CALL Journal, 10, 3, 273-286.
Cowie, N., & Sakui, K. (2013). It’s never too late: An overview of e-learning. ELT Journal, 67, 4, 459-467.
Cowie, N., & Sakui, K. (2012). Three tales of language teacher identity and student motivation. JALT Journal, 34, 127-150.
Sakui, K., & Cowie, N. (2012). The dark side of motivation: Teachers’ perspectives on ‘unmotivation’. ELT Journal, 66, 2, 205-213.
Cowie, N. (2011). Emotions that experienced English as a Foreign Language (EFL) teachers feel about their students, their colleagues and their work. Teaching and Teacher Education, 27, 235-242.
Cowie, N., & Sakui, K. (2011). Critical but neglected: EFL teachers’ perspectives on learner motivation. In G. Murray, A. Gao & T. Lamb (Eds.) Identity, Motivation, and Autonomy: Exploring the Links, pp. 212-228 Bristol: Multilingual Matters.
Cowie, N. (2009). Observation. In J. Heigham & R. Croker (Eds.) Qualitative Research in Applied Linguistics: A Practical Introduction, pp. 165-181. Basingstoke, UK: Palgrave Macmillan.
Sakui, K., & Cowie, N. (2008). “To speak English is tedious”: Student resistance in Japanese university classrooms. In P. Kalaja, V. Menezes & A. M. Barcelos (Eds.) Narratives of EFL Teaching and Learning, pp. 98-112. Basingstoke, UK: Palgrave Macmillan.