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 】
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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 】
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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 】
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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 】
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Affiliation:Kwansei Gakuin University
Department:Language Center
Title:Instructor of English as a Foreign Language
Date:2021.09 -
Association Memberships 【 display / non-display 】
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Academic society name:JALT- Osaka Chapter
Academic country located:Japan -
Academic society name:JASAL
Academic country located:Japan
Research Areas 【 display / non-display 】
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Research field:Humanities & Social Sciences / Foreign language education
Qualification acquired 【 display / non-display 】
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Qualification title:Fellow of the Higher Education Academy (FHEA)
Papers 【 display / non-display 】
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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
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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
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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
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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
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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 】
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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 】
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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)
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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)
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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)
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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)
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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 】
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Organization name:Professional Development in Education (Journal)
Committee name:Administrative Intern
Social Contribution 【 display / non-display 】
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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 】
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Title:Beyond The Abstracts: Rethinking Language Teaching
Period：2024.11
Description:In this episode of Beyond the Abstracts I speak with Professor David Little. David Little is a Fellow Emeritus of Trinity College Dublin and was director of the College’s Centre for Language and Communication Studies from 1979 to 2005. His principal research interests are the theory and practice of learner autonomy in language education, the management of linguistic diversity in schools and classrooms, and the use of the CEFR to support the design of L2 curricula, learning programmes and assessment. David has published more than 70 articles and book chapters and authored/co-authored/edited several books on language learner autonomy. Starting in 1998, he played a leading role in the development and implementation of the ELP(European Language Portfolio) at national and European levels. From 2000 to 2008 he was non-stipendiary director of Integrate Ireland Language and Training, a not-for-profit campus company that was funded by the Irish government to provide intensive English language courses for adult refugees and to support the teaching and learning of English as an Additional Language in Irish schools. And now, here is my conversation with David Little
In this wide-ranging conversation we cover David’s own experiences learning French and German with the grammar-translation method, and his early encounters with self-access learning in the 1970’s. We then turn to our main focus - his 2022 paper Language learner autonomy: Rethinking language teaching. David reveals what it was like to attend Leni Dam’s seminar in 1985, and the roles of the dialogic classroom community, endless written and spoken production in the target language, learner control of learning and resource creation, reflection and self-expression, and evaluation in promoting language learner autonomy. David strongly affirms the importance of enacting this wholistic pedagogical choice in language classrooms. We also discuss relations to the principles of competence and relatedness in Self-Determination Theory. Lastly, we turn to David’s work in Ireland, with refugee, deaf, and EAL learners, and also Council of Europe projects on the ELP and plurilingualism. He explains how these long-term endeavours have deepened and confirmed his understanding of language learner autonomy, also describing desirable changes at the systemic level including to teacher education. Finally, David offers encouragement and advice to budding educational researchers – to engage in longitudinal projects that provide value to people above all else.
Learn More:
- Little, D. (2022). Language learner autonomy: Rethinking language teaching. Language Teaching, 55(1), 64–73. https://doi.org/10.1017/S0261444820000488
- Little, D., Dam, L., & Legenhausen, L. (2017). Language Learner Autonomy: Theory, Practice and Research. Multilingual Matters. https://doi.org/doi:10.21832/9781783098606
- Little, D., & Kirwan, D. (2019). Engaging with linguistic diversity: A study of educational inclusion in an Irish primary school. Bloomsbury Publishing. https://www.bloomsbury.com/uk/engaging-with-linguistic-diversity-9781350072046/
- The European Language Portfolio (ELP). http://www.coe.int/portfolio
- The Romani–Plurilingual Policy Experimentation. https://www.coe.int/en/web/language-policy/romani
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Title:Beyond The Abstracts: Language Teacher Autonomy in Action
Period：2024.10
Description:In this episode of Beyond the Abstracts I spoke with Leni Dam. From 1973 till 2007, Leni Dam practised language learner autonomy in her own English classes at a Danish comprehensive school near Copenhagen. From 1979 she was in addition employed by University College, Copenhagen, doing INSET and being in charge of innovative, pedagogic projects at school level. She has thus been personally involved in reforming language learning and teaching, not only for school children, but also for immigrants and refugees. Her specific interests are language learner autonomy and related issues such as evaluation, differentiation and inclusion. Together with Lienhard Legenhausen, Germany, she carried out the LAALE research project (Language Acquisition in an Autonomous Learning Environment) from 1992-1996. From 1993-1999, she was co-convenor of the AILA Learner Autonomy in Language Learning Scientific Commission, and from 2008-2016 she was co-coordinator of the IATEFL Learner Autonomy Special Interest Group. She has published widely. Especially her first book (Dam 1995) and her latest one together with David Little and Lienhard Legenhausen (2017) are landmarks in her publications. After her retirement in 2007, she has continued to publish, to give talks and to run work-shops - in this way continuing to increase her insights into the development of language learner autonomy and its related areas. And now, here is my conversation with Leni Dam.
In this conversation we cover chapter eight of her 2017 work dealing with autonomy for language teachers. We first discuss Leni’s idea of the autonomy classroom, the role of the teacher as action researcher within it, and why teacher training should be conducted in the target language. We also cover how early- or later-career teachers can be supported in developing their learners’ autonomy, and advice for teachers on working with required textbooks or curricula. Finally, Leni introduces the rationale and scalability of the three-part lesson structure recommended in the book, among other topics. This conversation is likely to be directly useful for language teachers or researchers alike.
Learn more:
Little, D., Dam, L., & Legenhausen, L. (2017). Language Learner Autonomy: Theory, Practice and Research. Multilingual Matters. https://doi.org/doi:10.21832/9781783098606
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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
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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
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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)
Academic Contribution 【 display / non-display 】
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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
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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.
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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
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Title:Peer reviewer for ‘SAJILE’ (St Andrews Journal of International and Language Education)
Activity type：Peer review
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Title:Peer reviewer for ‘Annual Research Report’ (in house journal, KGU Language Center)
Activity type：Peer review