STRINGER THOMAS JAMES
Organization
Language Center
Date of Birth
1986
Research Fields, Keywords
Language learner autonomy, Language learner development, Professional development for language teachers, Self-Access Language Learning, TESOL
Teaching and Research Fields
Thomas Stringer has been involved with English language teaching in Japan for 16 years. He is a doctoral student 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 currently Administrative Intern at Professional Development in Education journal, and co-editor of the Annual Research Report of the Language Center and the forthcoming St Andrews Journal of International and Language Education. His research interests are broadly on language learner and teacher development, with a particular focus 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.
Special Affairs
Thomas Stringer
Syllabus information URL
SDGs Related Goals
External link
Graduating School 【 display / non-display 】
-
Graduating School:The University of York
Faculty:Faculty of Philosophy
Course / Major:Philosophy
Kind of school:University
Date of graduation:2008.07
Completion status:Graduated
Country location code:United Kingdom
Graduate School 【 display / non-display 】
-
Graduate school:University College London- Institute of Education
Department:TESOL
Course:TESOL
Course completed:Master's Course
Date of completion:2016.11
Completion status:Completed
Country:United Kingdom
Degree 【 display / non-display 】
-
Degree name:MA（TESOL）
Classified degree field:Humanities & Social Sciences / Linguistics
Conferring institution:University College London
Acquisition way:Coursework
Date of acquisition:2016.11
Career 【 display / non-display 】
-
Affiliation:Kwansei Gakuin University
Department:Language Center
Title:Instructor of English as a Foreign Language
Date:2021.09 -
Association Memberships 【 display / non-display 】
-
Academic society name:JALT- Osaka Chapter
Academic country located:Japan -
Academic society name:JASAL
Academic country located:Japan
Research Areas 【 display / non-display 】
-
Research field:Humanities & Social Sciences / Foreign language education
Qualification acquired 【 display / non-display 】
-
Qualification title:Fellow of the Higher Education Academy (FHEA)
Papers 【 display / non-display 】
-
Language: English
Title: A conceptual framework for Emergent Language Learner Autonomy – a complexity perspective for action research
Journal name: Innovation in Language Learning and Teaching (p.1 - 13)
Date of publication: 2024.07
Type of publication: Research paper (scientific journal)
Co-author classification: Single Author
-
Language: English
Title: Synthesisability and optimising exploratory action research for continuing professional development
Journal name: Educational Action Research (p.1 - 18)
Date of publication: 2024.06
Author(s): Thomas StringerDOI: 10.1080/09650792.2024.2362706
Type of publication: Research paper (scientific journal)
Co-author classification: Single Author
-
Language: English
Title: A protocol for a qualitative synthesis of practitioner research of language learner autonomy in Japan
Journal name: International Database of Education Systematic Reviews (p.1 - 8)
Date of publication: 2023.11
Author(s): Thomas Stringer, Eoin JordanType of publication: Research paper (other academic)
Co-author classification: Multiple Authorship
-
Language: English
Title: The Role of Metacognition in Mindfulness Interventions with Japanese EFL University Students.
Journal name: Learning: Research and Practice
Date of publication: 2020.12
Author(s): Thomas Stringer, Kathy LooneyDOI: 10.1080/23735082.2020.1818806
Type of publication: Research paper (scientific journal)
Co-author classification: Multiple Authorship
-
Language: English
Title: The Utilization of Artificial Intelligence at the Kwansei Gakuin University Language Center : Instructor Suggestions for Enhancing Teaching and Learning
Journal name: Annual Research Report of the Language Center vol.27 (p.3 - 34)
Date of publication: 2024.06
Author(s): Stringer, Thomas; Townsend-Nakai, Leon; Gamble, Craig; Wilkins, MichaelType of publication: Research paper (bulletin of university, research institution)
Awards 【 display / non-display 】
-
Prize: St Leonard's College Postgraduate Travel Award
Date awarded:2023.12
Country:United Kingdom
Award type:Other
Awarding organization：St Leonard's College
Presentations 【 display / non-display 】
-
Language:English
Conference name:Second Language Teacher Education: Inspiring Creativity, Cultivating Excellence (SLTED 2024)
International/Domestic presentation:International presentation
Holding date：2024.09
Presentation date：2024.09.05
Title:Unveiling language teacher learning: professional growth through autoethnography.
Presentation type:Oral presentation (general)
-
Language:English
Conference name:The 4th Southeast Asian Conference on Education (SEACE 2024 )
International/Domestic presentation:International presentation
Holding date：2024.02
Presentation date：2024.02.15
Title:Synthesisability: Empowering Teachers, Promoting Research
Presentation type:Oral presentation (general)
-
Language:English
Conference name:JALT International Conference: Growth Mindset in Language Education
Holding date：2023.11
Presentation date：2023.11.26
Title:Learner Autonomy: A Castle on Conceptual Sand
Presentation type:Oral presentation (general)
-
Language:English
Conference name:20th Technology for Second Language Learning (TSLL) Conference: Advancing Technologies — Expanding Research
International/Domestic presentation:International presentation
Holding date：2023.10
Presentation date：2023.10.20
Title:Empowering EFL Learners and Teachers: Harnessing AI for Writing Instruction
Presentation type:Oral presentation (general)
-
Language:English
Conference name:University of St Andrews, International Education Institute, Brown Bag Brunch Sessions
International/Domestic presentation:International presentation
Holding date：2023.09
Presentation date：2023.09.26
Title:Building a Language Learner Autonomy Research Portal: Trials and Triumphs
Presentation type:Public lecture, seminar, tutorial, course, or other speech
Committee Memberships 【 display / non-display 】
-
Organization name:Professional Development in Education (Journal)
Committee name:Administrative Intern
Social Contribution 【 display / non-display 】
-
Title:Guest Judge- Osaka Prefectural High School Speech Contest
Date：2020.02 -
Title:Guest Lecturer- イギリスを理解するための重要な関係
Date：2019.10
Media Coverage 【 display / non-display 】
-
Title:Episode 22 - Your curiosity drives your research journey
Period：2024.09
Description:In this episode of Scholarly Peers, host Sin-Wang engages with doctoral student Thomas Stringer from the University of St. Andrews. They discuss Thomas's multifaceted identity as a language lecturer and researcher, his doctoral journey, and the motivations behind his publications. The conversation delves into the peer review process, the challenges of academic writing, and Thomas's new role as a co-editor for an in-house journal. The episode concludes with advice for early-career researchers, emphasising the importance of curiosity and experimentation in academia
-
Title:Beyond The Abstracts: Professional Curiosity
Period：2024.08
Description:n this Beyond The Abstracts conversation I speak with Sarah Mercer. Sarah is a Professor for Foreign Language Teaching and the Head of the ELT Research and Methodology Department at the University of Graz. Her research interests lie in all aspects of language learning psychology (teacher and learner perspectives), in particular in self-related constructs, engagement, agency, affect, belief systems, and wellbeing. In her research, she prefers to employ qualitatively oriented approaches, and she has a special interest in dynamic systems and ecological theory. Her current research explores teacher psychology, pre-service teacher identity development, socio-emotional intelligence, wellbeing, positive language education as well as interdisciplinary approaches to self.
We discuss Sarah’s new article about professional development in language teaching. She first shares her journey from language learner, to teacher, to professor. Sarah emphasizes her strong passion for teaching, highlighting key mentors from her career. The core of our discussion then revolves around professional curiosity among language teachers. Sarah explains that curiosity drives professional development and varies among individuals. We cover details of teacher psychology and autonomy underlying this curiosity. Teachers’ choosing their professional learning paths enhances motivation and effectiveness. We conclude by reflecting on the need to study teacher educators themselves.
Learn more:
Mercer, S., & Pawlak, M. (2024). Language teacher professional curiosity: Understanding the drive for professional development. Studies in Second Language Learning and Teaching, 1–28. https://doi.org/10.14746/ssllt.39293
Mercer, S. (2021). An agenda for well-being in ELT: an ecological perspective. ELT Journal, 75(1), 14–21. https://doi.org/10.1093/elt/ccaa062
Sulis, G., Mercer, S., Mairitsch, A., Babic, S., & Shin, S. (2021). Pre-service language teacher wellbeing as a complex dynamic system. System, 103, 102642. https://doi.org/10.1016/j.system.2021.102642
-
Title:Beyond The Abstracts: Autonomy in Early Years Education
Period：2024.07
Description:Annika Albrecht (MSc in Behavioral and Organizational Psychology) is a teacher trainer specialising in autonomous language learning and Montessori pedagogy. In addition to her role as a didactic leader at a Montessori campus, she is a lecturer for autonomous foreign language learning at the University of Potsdam and an author of teaching materials for English as a Foreign Language (EFL). Her interests lie in motivation and skill-variety as keys to self-expression in a foreign language. She completed her AMI Adolescent Orientation in the USA and her Adolescent Diploma Course in Sweden.
Annika first speaks about growing up in Germany. She describes how she developed an early appreciation for different languages and culture. We also discuss how she brings those perspectives to early childhood education. Annika then recalls her first transformative experiences in Montessori classrooms. She describes witnessing children learning joyfully and freely in mixed-age groups. We consider the benefits of Montessori education, autonomy, and children learning at their own pace. Annika also emphasises the importance of integrating psychological insights into teaching. To that end, we talk about "The English Language MakerSpace". These engaging project-based learning material were developed with Carmen Becker and connect to learners' interests and competencies. Lastly, we cover continuous professional development. Annika encourages teachers to stay curious and open to new experiences. Her current focus is on exploring the role of perceived competence in language learning, integrating students' broader skills and interests into the classroom. This conversation will be essential watching for anyone with an interest in these areas.
Want to learn more? Check out:
- The English Language Makerspace Scrapbook
(Student Materials)
- The English Language Makerspace
(Teachers Manual)
-
Title:Beyond The Abstracts: Blending Boundaries
Period：2024.06
Description:In this Beyond The Abstracts conversation I speak with Zainab Teraif. Zainab is a doctoral candidate at the University of St Andrews, enrolled in the DProf TESOL programme, and an English Instructor at Bahrain Polytechnic since 2021. She has been working in the teaching sector for over 10 years, as a teaching assistant for the most part. She is CELTA certified, and completed an MATESOL at the University of Birmingham, which demonstrates her interest in the field of ELT and teacher training. Her research interest, however, lies in the reciprocal relationship between theory and practice, where insights from research inform educational practice and practical experiences enrich theoretical understanding. Hence, because of this interest, Zainab tends to explore trends in ELT (e.g., Blended Learning, Integration of Generative AI). Moreover, she regularly links her findings to the theory of Adult Learning (Andragogy) because of her context in higher education.
And now, here is my conversation with Zainab Teraif:
https://learnerautonomy.wp.st-andrews.ac.uk/practitioner-interviews/#blending
In this engaging conversation, Zainab shares her transition from an educational practitioner to a researcher, and her innovative teaching practices at Bahrain Polytechnic. Zainab discusses the integration of blended learning within her English foundation program, emphasising the practical challenges and reflections associated with implementing asynchronous and synchronous learning. To that end, we discuss issues raised in her 2024 paper, Time to blend learning? A reflective practice on blended learning in an English Foundation Programme at Bahrain Polytechnic. Zainab also discusses her personal journey and the lessons learned from her experiences, which include adapting to the needs of a diverse student body and promoting learner autonomy through educational technology. This conversation offers valuable insights into the blending of teaching and research, the role of reflection in education, and the evolution of learning environments to foster student independence and engagement - and will be essential watching for anyone with an interest in these issues.
Learn more about Zainab Teraif’s work here:
- Teraif, Z. (2024). Time to blend learning? A reflective practice on blended learning in an English Foundation Programme at Bahrain Polytechnic. InForm, 23, 37–39. https://static.reading.ac.uk/content/PDFs/files/Inform/InForm-Issue23.pdf
-
Title:Beyond The Abstracts: Navigating Culture, Autonomy, and Adaptation in Language Education
Period：2024.05
Description:
In this Beyond The Abstracts conversation I speak with Dominic Edsall. Dominic started his teaching career as a science teacher specialising in chemistry before retraining to be an EFL teacher. He was awarded a master’s in TESOL with distinction from the Institute of Education, London and recently defended his PhD thesis at the UCL Institute of Education. His doctoral research focused on teacher identity and the negotiation of learner autonomy. He has taught at several universities in Japan and the UK. He is currently an Assistant Professor at Kyoto Prefectural University of Medicine and teaches pedagogy courses part-time at Nara Women’s University. His research interests include learner autonomy, agency, identity in language learning, critical realism, CLIL, pedagogy, teacher development, and curriculum.
And now, here is my conversation with Dominic Edsall:
https://learnerautonomy.wp.st-andrews.ac.uk/researcher-interviews/#adaptation
In this insightful conversation, we delve into the complex intersection of teaching, culture, and learner autonomy, particularly within the Japanese educational context. Dominic shares his diverse experiences ranging from teaching in a challenging school in London to his tenure at Japanese universities, discussing the impact of cultural nuances on teaching and learning. We also explore his personal academic journey from chemistry to language education, highlighting his transition through different teaching roles and the dynamic influences on his professional life. Furthermore, Dominic reflects on the profound challenges and adaptations required in teaching across different cultures and educational systems, emphasising the importance of teacher autonomy and the tailored approach to student engagement and motivation. To that end, we discuss issues raised in his 2023 paper, Towards complexity in challenging learner autonomy research conventions: A wider view on learner development. This rich discussion provides an in-depth look at the realities of teaching that go beyond conventional methods, focusing on the nuanced needs of students and teachers in varied educational contexts, and will be essential watching for anyone with an interest in these issues.
Learn more about Dominic Edsall’s work here:
* Edsall, D. G., with Head, E. & Hayasaki, A. (2023). Towards complexity in challenging learner autonomy research conventions: A wider view on learner development. The Learner Development Journal, 7, 157–179. https://doi.org/10.37546/JALTSIG.LDJ7-9
* Edsall, D. G. (2020). How much can we really know about learner autonomy. In Supporting learners and educators in developing language learner autonomy (pp. 8–39). Candlin & Mynard. http://dx.doi.org/10.47908/8/1
* Edsall, D. G. (2019). As If... A Game Theory Perspective on Self-Access Learning. Studies in Self-Access Learning Journal, 10(3), 223-238. https://doi.org/10.37237/100302
Academic Contribution 【 display / non-display 】
-
Title:Peer reviewer for Innovation in Language Learning and Teaching (Scopus and SSCI indexed journal)
Activity type：Peer review
Description:https://orcid.org/my-orcid?orcid=0000-0002-9647-4985
-
Title:Creator- Language Learner Autonomy Research Portal (website)
Activity type：Academic research
Description:Hi! I’m Thomas Stringer, and this page has empowering resources for learners, teachers, and researchers on language learner autonomy.
-
Title:Peer reviewer for Learning: Research and Practice (Scopus indexed journal)
Activity type：Peer review
Description:https://orcid.org/my-orcid?orcid=0000-0002-9647-4985
-
Title:Peer reviewer for ‘Annual Research Report’ (in house journal, KGU Language Center)
Activity type：Peer review