基本情報

写真b

ストリンガー T.

STRINGER THOMAS JAMES

所属
言語教育研究センター 英語常勤講師
生年
1986年
研究分野・キーワード
Language learner autonomy, Language learner development, Professional development for language teachers, Self-Access Language Learning, TESOL
教育研究内容
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.
通称等の別名
Thomas Stringer
SDGs 関連ゴール
外部リンク

出身大学 【 表示 / 非表示

  • 学校名:The University of York
    学部(学系)名:Faculty of Philosophy
    学科・専攻等名:Philosophy

    学校の種類:大学
    卒業年月:2008年07月
    卒業区分:卒業
    国名:グレートブリテン・北アイルランド連合王国(英国)

出身大学院 【 表示 / 非表示

  • 学校名:University College London- Institute of Education
    学部等名:TESOL
    学科等名:TESOL

    修了課程:修士課程
    修了年月:2016年11月
    修了区分:修了
    国名:グレートブリテン・北アイルランド連合王国(英国)

学位 【 表示 / 非表示

  • 学位名:MA(TESOL)
    分野名:人文・社会 / 言語学
    授与機関名:University College London
    取得方法:課程
    取得年月:2016年11月

経歴 【 表示 / 非表示

  • 所属:関西学院大学
    部署名:言語教育研究センター
    職名:英語常勤講師
    年月:2021年09月 ~ 継続中

所属学協会 【 表示 / 非表示

  • 所属学協会名:JALT- Osaka Chapter
    学会所在国:日本国

  • 所属学協会名:JASAL
    学会所在国:日本国

研究分野 【 表示 / 非表示

  • 研究分野:人文・社会 / 外国語教育

論文 【 表示 / 非表示

  • 記述言語:英語
    タイトル:A conceptual framework for Emergent Language Learner Autonomy – a complexity perspective for action research
    誌名:Innovation in Language Learning and Teaching  (頁 1 ~ 13)
    出版年月:2024年07月

    掲載種別:研究論文(学術雑誌)
    共著区分:単著

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  • 記述言語:英語
    タイトル:Synthesisability and optimising exploratory action research for continuing professional development
    誌名:Educational Action Research  (頁 1 ~ 18)
    出版年月:2024年06月
    著者:Thomas Stringer

    DOI:10.1080/09650792.2024.2362706
    掲載種別:研究論文(学術雑誌)
    共著区分:単著

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  • 記述言語:英語
    タイトル:A protocol for a qualitative synthesis of practitioner research of language learner autonomy in Japan
    誌名:International Database of Education Systematic Reviews  (頁 1 ~ 8)
    出版年月:2023年11月
    著者:Thomas Stringer, Eoin Jordan

    掲載種別:研究論文(その他学術会議資料等)
    担当部分:Lead Author
    共著区分:共著

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  • 記述言語:英語
    タイトル:The Role of Metacognition in Mindfulness Interventions with Japanese EFL University Students.
    誌名:Learning: Research and Practice
    出版年月:2020年12月
    著者:Thomas Stringer, Kathy Looney

    DOI:10.1080/23735082.2020.1818806
    掲載種別:研究論文(学術雑誌)
    共著区分:共著

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  • 記述言語:英語
    タイトル:The Utilization of Artificial Intelligence at the Kwansei Gakuin University Language Center : Instructor Suggestions for Enhancing Teaching and Learning
    誌名:Annual Research Report of the Language Center  27巻  (頁 3 ~ 34)
    出版年月:2024年06月
    著者:Stringer, Thomas; Townsend-Nakai, Leon; Gamble, Craig; Wilkins, Michael

    掲載種別:研究論文(大学,研究機関等紀要)

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受賞 【 表示 / 非表示

  • 賞名:St Leonard's College Postgraduate Travel Award
    受賞年月:2023年12月
    受賞国:グレートブリテン・北アイルランド連合王国(英国)
    受賞区分:その他
    授与機関:St Leonard's College

講演・口頭発表等 【 表示 / 非表示

  • 記述言語:英語
    会議名:Second Language Teacher Education: Inspiring Creativity, Cultivating Excellence (SLTED 2024)
    国際・国内会議:国際会議
    開催年月:2024年09月
    発表年月日:2024年09月05日
    開催地:Masaryk University, Brno
    タイトル:Unveiling language teacher learning: professional growth through autoethnography.
    会議種別:口頭発表(一般)

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  • 記述言語:英語
    会議名:The 4th Southeast Asian Conference on Education (SEACE 2024 )
    国際・国内会議:国際会議
    開催年月:2024年02月
    発表年月日:2024年02月15日
    開催地:Chiang Mai University
    タイトル:Synthesisability: Empowering Teachers, Promoting Research
    会議種別:口頭発表(一般)

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  • 記述言語:英語
    会議名:JALT International Conference: Growth Mindset in Language Education
    開催年月:2023年11月
    発表年月日:2023年11月26日
    開催地:Tsukuba International Congress Center
    タイトル:Learner Autonomy: A Castle on Conceptual Sand
    会議種別:口頭発表(一般)

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  • 記述言語:英語
    会議名:20th Technology for Second Language Learning (TSLL) Conference: Advancing Technologies — Expanding Research
    国際・国内会議:国際会議
    開催年月:2023年10月
    発表年月日:2023年10月20日
    タイトル:Empowering EFL Learners and Teachers: Harnessing AI for Writing Instruction
    会議種別:口頭発表(一般)

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  • 記述言語:英語
    会議名:University of St Andrews, International Education Institute, Brown Bag Brunch Sessions
    国際・国内会議:国際会議
    開催年月:2023年09月
    発表年月日:2023年09月26日
    開催地:Online
    タイトル:Building a Language Learner Autonomy Research Portal: Trials and Triumphs
    会議種別:公開講演,セミナー,チュートリアル,講習,講義等

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担当授業科目(学内) 【 表示 / 非表示

  • 履修年度:2024年度(西暦)

    提供部署名:言語教育研究センター

    授業科目名:Culture and Society

    授業形式:代表者

  • 履修年度:2024年度(西暦)

    提供部署名:言語教育研究センター

    授業科目名:Language and Communication

    授業形式:代表者

  • 履修年度:2024年度(西暦)

    提供部署名:言語教育研究センター

    授業科目名:Skills-based English(Speaking & Listening)

    授業形式:代表者

  • 履修年度:2024年度(西暦)

    提供部署名:言語教育研究センター

    授業科目名:Skills-based English(Speaking & Listening)

    授業形式:代表者

  • 履修年度:2024年度(西暦)

    提供部署名:言語教育研究センター

    授業科目名:Skills-based English(Speaking & Listening)

    授業形式:代表者

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作成した教科書、教材、参考書 【 表示 / 非表示

  • タイトル:How does language learner autonomy emerge where we are?
    活動期間:2024年07月 ~ 2024年08月

委員歴 【 表示 / 非表示

  • 団体名:Professional Development in Education (Journal)
    委員名:Administrative Intern
    年月:2024年02月 ~ 継続中

社会貢献活動 【 表示 / 非表示

  • タイトル:Guest Judge- Osaka Prefectural High School Speech Contest
    年月:2020年02月

  • タイトル:Guest Lecturer- イギリスを理解するための重要な関係
    年月:2019年10月

メディア報道 【 表示 / 非表示

  • タイトル:Episode 22 - Your curiosity drives your research journey
    年月:2024年09月

    概要: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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  • タイトル:Beyond The Abstracts: Professional Curiosity
    年月:2024年08月

    概要: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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  • タイトル:Beyond The Abstracts: Autonomy in Early Years Education
    年月:2024年07月

    概要: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)

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  • タイトル:Beyond The Abstracts: Blending Boundaries
    年月:2024年06月

    概要: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

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  • タイトル:Beyond The Abstracts: Navigating Culture, Autonomy, and Adaptation in Language Education
    年月:2024年05月

    概要:
    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

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学術貢献活動 【 表示 / 非表示

  • タイトル:Peer reviewer for Innovation in Language Learning and Teaching (Scopus and SSCI indexed journal)
    種別:査読等
    年月:2023年06月 ~ 継続中

    概要:https://orcid.org/my-orcid?orcid=0000-0002-9647-4985

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  • タイトル:Creator- Language Learner Autonomy Research Portal (website)
    種別:学術調査
    年月:2023年05月 ~ 継続中

    概要:Hi! I’m Thomas Stringer, and this page has empowering resources for learners, teachers, and researchers on language learner autonomy.

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  • タイトル:Peer reviewer for Learning: Research and Practice (Scopus indexed journal)
    種別:査読等
    年月:2022年07月 ~ 継続中

    概要:https://orcid.org/my-orcid?orcid=0000-0002-9647-4985

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  • タイトル:Peer reviewer for ‘Annual Research Report’ (in house journal, KGU Language Center)
    種別:査読等
    年月:2021年11月 ~ 継続中