Thomas Stringer: A qualitative synthesis of practitioner research of language learner autonomy in Japan
Thomas Stringer has been involved with English language teaching in Japan for 16 years. He is a doctoral candidate in TESOL at the University of St Andrews, UK, a Fellow of the UK Higher Education Academy, and a full-time Instructor of English as a Foreign Language at the Language Center of Kwansei Gakuin University, Japan. He is Administrative Intern at Professional Development in Education journal, Co-Editor of the Annual Research Report of the Language Center (ARR), and Co-Editor-in-Chief of the St Andrews Journal of International and Language Education (SAJILE). Thomas is also Social Media Manager for the IATEFL Learner Autonomy SIG. His research interests are broadly on language learner and teacher development, focusing on autonomy, and his work has appeared in peer-reviewed international journals such as Innovation in Language Learning and Teaching, Educational Action Research, and Learning: Research and Practice
Tom conducted a qualitative synthesis of practitioner research of language learner autonomy in the Japan focused context, aimed to understand how English language learner autonomy is conceptualized, operationalized, and evaluated in the Japanese context. Jing interviewed Tom to discuss several aspects of his research experience including his decision on the research topic, reflection of the systematic research process, challenges of the collaborative work with supervisor, and some useful suggestions for future synthetic studies.
For further information, please read the published the study: A Qualitative Synthesis of Practitioner Research of English Language Learner Autonomy in Higher Education in Japan. If you are interested in knowing more about the research topic, please contact the author through email [email protected].