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 】
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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 】
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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 】
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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
論文 【 表示 ／ 非表示 】
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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 StringerDOI：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 LooneyDOI：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）
受賞 【 表示 ／ 非表示 】
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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 】
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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
担当授業科目（学内） 【 表示 ／ 非表示 】
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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
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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
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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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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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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
作成した教科書、教材、参考書 【 表示 ／ 非表示 】
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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 】
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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 】
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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 】
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タイトル：Beyond The Abstracts: Rethinking Language Teaching
年月：2024年11月
概要：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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タイトル：Beyond The Abstracts: Language Teacher Autonomy in Action
年月：2024年10月
概要：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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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)
学術貢献活動 【 表示 ／ 非表示 】
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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 ‘SAJILE’ (St Andrews Journal of International and Language Education)
種別：査読等
年月：2024年10月 ～ 継続中 -
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