Soyhan EGITIM
Associate Professor
Faculty of Global and Regional Studies
Toyo University
About Me
I have lived and worked in multicultural societies, including Turkey—my country of origin—Canada, and Japan. Since 2006, I have worked as an English language teacher in a variety of educational settings across the Greater Tokyo Area. After completing my MA in TESOL at the University of Chichester in 2011, I pursued an academic career in Japan. In 2020, I earned a Doctorate in Education from Northeastern University in Boston, where I focused on applying principles of collaborative leadership to higher education settings in Japan.Currently, I serve as an Associate Professor in the Department of Regional Development Studies at Toyo University, where I teach courses and seminars on global and intercultural competence. As a multilingual expert in global and intercultural competence, language education, and inclusive leadership practices, I have strived to promote open, participatory, and equitable education through academic lectures, publications, presentations, and training workshops.
Educational Background
Northeastern University, Doctor of Education (2017-2020)Chichester University, MA TESOL (2009-2011)Global TESOL College, TESOL Diploma (2003-2004)Marmara University, BA in Journalism (1998-2002)
Manuscript Editing Services（論文原稿の編集サービス)
Professional Academic Proofreading and Editing ServicesI offer professional manuscript proofreading and editing services as a freelance academic editor, specializing in helping scholars elevate their work to meet the standards of Scopus and Web of Science journals, following APA 7th edition guidelines.Submissions in the Social Sciences and Humanities are warmly welcome.I have published several Scopus-indexed journal articles and two major books based on my original pedagogical framework, Leaderful Classroom Practices. My most recent edited volume with Springer Nature includes 22 chapters by renowned authors from around the world and is also indexed in Scopus. I serve as a reviewer for Q1-level, Scopus-indexed journals such as TESOL Journal, International Journal of Intercultural Research, Frontiers in Psychology, and Language Teaching Research.With this experience, I am confident that I can support you in reaching your publication goals in respected international journals.Services Offered:Proofreading / Copyediting for Books 100,000 JPY (up to 200 pages)Proofreading / Copyediting for Academic Articles 50,000 JPYFull Package 80,000 JPY Includes editing, proofreading, and two rounds of review with detailed, actionable feedback. I will clearly explain what improvements are needed to strengthen your manuscript and ensure that all suggestions have been properly addressed in the final version.Note: For ethical reasons, I do not write publications on behalf of others. However, I am confident that the feedback I provide will significantly enhance the quality of your work.For inquiries regarding rates or scheduling, feel free to contact me through the contact form.
Academic Achievements
ORCID LINKResearchGateACADEMIC BOOKS:Egitim, S. (2025). リーダーフルな授業実践による協働型リーダーシップ：みんながリーダー! Candlin & Mynard e-publishing. DOIEgitim, S. & Umemiya, Y. (2023). Leaderful classroom pedagogy through a multidisciplinary lens: Merging theory with practice. Springer Nature. DOIEgitim, S. (2022). Collaborative leadership through leaderful classroom practices: Everybody is a leader. Candlin & Mynard e-publishing. DOIPEER-REVIEWED JOURNAL ARTICLES:Marathe, A., & Egitim, S. (2025). Exploring cultural disfluencies and negotiation strategies adopted by minority-group members in Japanese work settings. Qualitative Research in Organizations and Management: An International Journal. DOIHooper, D., Egitim, S., & Hofhuis, J. (2025). Exploring the Impact of Near-Peer Role Modeling on Learners’ Basic Psychological Needs: Insights from English Classes in Japanese Higher Education. International Journal of Educational Research Open, 8(1), 1-12. DOIKireeti, K., Egitim, S., & Thomson, B. J. (2024). Utilizing peer evaluation as a collaborative learning tool: fostering autonomy satisfaction in English presentation classes. Language Learning in Higher Education, 14(2), 379-400. DOIEgitim, S. (2024). Promoting gender-inclusive leadership perceptions among Japanese university students: A nine-week critical inquiry-based action learning program. International Journal of Educational Research Open, 7(1). DOIEgitim, S., & Watson, D. (2024). Language teacher's pedagogical transformation through a critical autoethnographic lens. Social Sciences and Humanities Open, 9(1), 1-7. Elsevier. DOIEgitim, S. (2024). Does Language Teachers’ Intercultural Competence Influence Oral Participation in EFL Classrooms?: Unveiling Learner Perspectives Through a Mixed Methods Inquiry. Journal of Multilingual and Multicultural Development, 1-34. Taylor & Francis. DOIEgitim, S., & Akalyski, P. (2024). Intercultural experience facilitates majority-group acculturation through ethnocultural empathy: Evidence from a mixed-methods investigation in Japan. International Journal of Intercultural Relations, 98, 1-12. DOIEgitim, S. (2023). The Market Basket case revisited: Community empowerment through leaderful organizational culture, Journal of Leadership Studies, 14(1), 1-6. Wiley-Blackwell. DOIEgitim, S. (2022). Voices on language teacher stereotypes: Critical cultural competence building as a pedagogical strategy. Journal of Language, Identity, & Education, 1-32. Taylor & Francis. DOIEgitim, S. (2022). Do Japanese students lack critical thinking? Addressing the misconception. Power and Education, 1-6. Sage Publications. DOIEgitim, S. (2022). Challenges of adapting to organizational culture: Internationalization through inclusive leadership and mutuality. Social Sciences & Humanities Open, 5(1), 1-8. Elsevier. DOIEgitim, S. (2021). Collaborative Leadership in English language classrooms: engaging Learners in Leaderful Classroom Practices. International Journal of Leadership in Education, 1-21, Taylor & Francis. DOIEgitim, S. (2021). Practical and theoretical implications of teachers’ prior language learning experiences for their teacher identity development. International Journal of Applied Linguistics & English Literature, 10(4),1-3. DOIEgitim, S., & Garcia, T. (2021). Japanese university students’ perceptions of foreign English teachers. English Language Teaching, 14(1), 13-22. DOISakellarios, D. M., & Egitim, S. (2021). Language endangerment, shifting cultural identities, and revitalization efforts. International Journal of English Language and Linguistics Research, 9(2), 1-7. DOIEgitim. S., & Price. G. (2020). Japanese university English teachers’ perspectives on ESP/EAP-related teaching materials. IATEFL ESP Journal, 54(1). DOIEgitim. S. (2018). Japanese university students’ perspectives on ESL materials. Explorations in Teacher Development, 25(2), pp. 20-25. DOIEgitim. S. (2017). The reflection of teachers’ prior language learning experiences in ESL teaching approaches, The European Journal of Education Studies, 3(6) pp. 112-169. DOIEgitim, S. (2017). The role of autonomy in critical thinking, Meiji University Global Japanese Studies Review, 9(1), 155-164. DOIEgitim, S. (2015). The influence of discourse in language acquisition, Tokyo University of Science Journal, 47(1), 129-142. DOIEgitim. S. (2015). The role of teacher autonomy in learner autonomy, Learning Learning, JALT, 22(1), 21-28. DOI
Book Chapters:Egitim. S. (2021). Japanese universities’ response to global pandemic crisis: Harnessing collective intelligence to activate adaptive and collaborative leadership practices. In M. Raei & R. Harriette (Eds), Adaptive leadership in a global economy: Perspectives for application and scholarship. (pp.221-234). Routledge, Taylor & Francis. http://dx.doi.org/10.4324/9781003099109-13Egitim, S. (2023). Using position of power to empower women: men in action. In C. Mayer, et al (Eds.), Women Empowerment for a Sustainable Future World: Cultural and Positive Psychology Perspective. Springer Nature. https://doi.org/10.1007/978-3-031-25924-139Egitim, S., Boyce, M.C. (2023). Incorporating Leadership Education into Undergraduate Courses: Utilizing a Duoethnographic Perspective. In: S. Egitim & Y. Umemiya (eds) Leaderful Classroom Pedagogy Through an Interdisciplinary Lens. Springer, Singapore. https://doi.org/10.1007/978-981-99-6655-41Egitim, S., Sandu, R. (2023). Intercultural Language Education Through Leaderful Pedagogy: A Collaborative Autoethnographic Approach. In: S. Egitim & Y. Umemiya (eds) Leaderful Classroom Pedagogy Through an Interdisciplinary Lens. Springer, Singapore. https://doi.org/10.1007/978-981-99-6655-4_10Doctoral Dissertation:Egitim, S. (2020). Understanding Japanese university English teachers’ experiences as collaborative leaders: Engaging learners in teaching and classroom management. [Doctoral dissertation, Northeastern University]. ProQuest Dissertations and Theses Global. https://doi.org/10.17760/D20394199
