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Research paper thumbnail of A conceptual framework for Emergent Language Learner Autonomy – a complexity perspective for action research

Innovation in Language Learning and Teaching, 2024

ABSTRACT Purpose This paper addresses inconsistencies in how language learner autonomy has been ... more ABSTRACT

Purpose
This paper addresses inconsistencies in how language learner autonomy has been understood. A novel conceptual framework of Emergent Language Learner Autonomy (ELLA) is proposed, reconceiving it within Complex Dynamic Systems Theory. ELLA aims at a comprehensive conceptual understanding of language learner autonomy, an explanatory foundation for enhancing empowerment of educational stakeholders.

Design/methodology/approach
The paper offers a review of the conceptual literature on language learner autonomy and explores intersections with operationalisation and measurement with Action Research.

Findings
The paper identifies areas in which reductionist theoretical models are unsuited to describing language learner autonomy. Complex Dynamic Systems Theory is found to be a better fit. The proposed conceptual framework is modelled on Hopfield networks: series of dynamic, transitional relations between temporary and final states through which multilateral changes propagate. Language learner autonomy arises under conducive conditions at inflection points as an epiphenomenon, underscoring the need for holistic epistemological reorientation in research and practice.

Originality
This paper puts forward an innovative conceptual framework for understanding language learner autonomy as an emergent phenomenon. It contributes to the wider literature by addressing the need to resolve conceptual inconsistencies that undermine much research and practice. The novel framework informs compelling arguments for Action Research by practitioners from a complexity perspective – embracing adaptive, dynamic, non-linear research designs. The framework also emphasises the need for practitioners to adopt exploratory approaches to fostering language learner autonomy in their context.

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Research paper thumbnail of Synthesisability and optimising exploratory action research for continuing professional development

Educational Action Research, 2024

Teachers need to engage in effective professional learning, and Exploratory Action Research (EAR)... more Teachers need to engage in effective professional learning, and Exploratory Action Research (EAR) supports Continuing Professional Development (CPD) in building teachers’ knowledge and skills, even in low-resourced environments. This paper first explores mentored EAR for CPD, its affordances, and challenges. Asking EAR to serve too many functions can frustrate efforts if teachers view research as taxing, or academics undervalue teachers’ outputs. One way of optimising CPD is to shift the focus onto particular concepts of research quality to help teachers and academics develop professionally. This paper next conceptually examines the conjunction of EAR with Qualitative Research Synthesis (QRS), a secondary research method that synthesises and offers new perspectives on aggregated qualitative research outputs. A critical exploration of a published study applying QRS methods in a related field, Technology-Mediated Task Based Language Teaching, is given. The analysis suggests that a novel research orientation be adopted- that of ‘synthesisability’. The contribution to the field is amelioration of the researcher-practitioner relationship, and the pedagogical implications are that teachers can show the thoroughness and value of their impactful work.

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Research paper thumbnail of Input Enhancement Techniques : A Critical Summary of the Literature

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Research paper thumbnail of The role of metacognition in mindfulness interventions with Japanese EFL university students

Learning: Research and Practice, 2020

The role of metacognition in learning and academic achievement has been recognised. Outside of ed... more The role of metacognition in learning and academic achievement has been recognised. Outside of education, mindfulness has been shown to enhance metacognition and subsequent outcomes (e.g., in mental health). While mindfulness has been investigated in relation to enhancing outcomes in education, less consideration has been given to the role of metacognition as a mediating factor. The current study used a between-groups design to investigate (1) whether a mindfulness intervention significantly improves learning outcomes, mindfulness and metacognition in those learning English as a foreign language and (2) whether the relationship between mindfulness and learning outcomes is mediated by metacognition. Results of the current study were not significant. However, this study represents an important step in terms of investigating mechanisms of change in educational practices. Methodological considerations and avenues for further research are discussed.

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Research paper thumbnail of Factors impacting on teacher cognition and teachers' approaches to language teaching in Japanese high schools

The Asian Conference on Language Learning 2017 Official Conference Proceedings, Jul 2017

This paper investigates cognitive factors that impact and enable implementation of communicative ... more This paper investigates cognitive factors that impact and enable implementation of communicative approaches to language teaching, CALT, by public high school teachers in Osaka, Japan. The experiences, beliefs and knowledge of 46 teachers were investigated using a questionnaire. Of those, 4 participated in semi-structured interviews, as did 3 student teachers. Through this mixed-methods approach, the paper triangulates qualitative and quantitative data. The results showed that early experiences as learners affect the development of values and beliefs about approaches to language teaching. English teachers in Osaka are increasingly likely to have experienced CALT themselves as learners, and to be somewhat knowledgeable about such approaches. The findings also revealed that teachers hold increasingly positive attitudes towards implementing appropriate amounts of CALT. However, they apply CALT cautiously, due to a range of concerns about proximate and systemic issues. The way teachers respond to these concerns was affected by beliefs they hold, resulting from their experiences as learners, about language teaching. The results suggested two ways in which CALT implementation could be enhanced. The first is reform the university exam to assess communicative language use. The second is for both learners and teachers to be given more opportunities for skills practice, to develop greater meta-cognitive awareness and encourage developments in language or teaching skills. Finally, the results show demographic trends and changes in education policy in Osaka prefecture that will affect the implementation of communicative approaches to language teaching, which could have implications outside this context and provide avenues for future research.

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Research paper thumbnail of Operationalizing Educational Scaffolding in a Japanese High School English Classroom: A Theoretical Approach

Abstract This paper presents a notional approach to operationalizing a sociocultural theory of la... more Abstract
This paper presents a notional approach to operationalizing a sociocultural theory of language learning, the Zone of Proximal Development, to support second and foreign language learning by using appropriate educational scaffolding in a practical teaching context. The aim is to provide an example of how to promote greater communicative language use in high school English classrooms in Japan. First, the paper gives a survey of the theoretical underpinnings of relevant sociocultural approaches to language learning.
The paper then attempts to link theory and practice. A sample teaching-plan is included, based on a lesson given as part of a team-taught debate course, which is currently offered at a public high school in Japan. The paper offers examples and analysis of how the plan exemplifies the principles of educational scaffolding and the Zone of Proximal Development. Finally, potential issues relating to the practical application of such approaches are raised. Furthermore, particular issues arising in a Japanese educational context are considered. Strategies to pre-empt and overcome such difficulties are then discussed.

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Teaching Documents by Thomas Stringer

Research paper thumbnail of Lesson Plan: Global Topics Project Outline: Energy

Taking It To Task, Jun 2017

This paper overviews a project which prepared Upper-Intermediate EFL students at a high school in... more This paper overviews a project which prepared Upper-Intermediate EFL students at a high school in Japan to collaboratively engage with a global issue. Although for this project I selected the topic of energy, this could easily be substituted with any appropriate topic. The learning objective is for students to collaborate in small groups to brainstorm, research and plan, then create and practice a poster and script for a short group poster presentation and O.&A session. The project provides an opportunity for extended integrated skills practice, critical thinking and reflection. Students will use presentation skills and academic skills such as brainstorming, summarizing, note taking and citation. I developed the framework for the project, comprised of four 50-minute lessons, as the penultimate assignment of a twoyear, skills-based, high school Debate course. That series of four lessons successfully prepared the students to engage in the culminating event of the course, a debate tournament on the resolution "Japan should switch to 100% renewable energy by 2030". The overall structure of the project, and the flow of activities therein, were created in reference to the task cycle.

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Research paper thumbnail of A conceptual framework for Emergent Language Learner Autonomy – a complexity perspective for action research

Innovation in Language Learning and Teaching, 2024

ABSTRACT Purpose This paper addresses inconsistencies in how language learner autonomy has been ... more ABSTRACT

Purpose
This paper addresses inconsistencies in how language learner autonomy has been understood. A novel conceptual framework of Emergent Language Learner Autonomy (ELLA) is proposed, reconceiving it within Complex Dynamic Systems Theory. ELLA aims at a comprehensive conceptual understanding of language learner autonomy, an explanatory foundation for enhancing empowerment of educational stakeholders.

Design/methodology/approach
The paper offers a review of the conceptual literature on language learner autonomy and explores intersections with operationalisation and measurement with Action Research.

Findings
The paper identifies areas in which reductionist theoretical models are unsuited to describing language learner autonomy. Complex Dynamic Systems Theory is found to be a better fit. The proposed conceptual framework is modelled on Hopfield networks: series of dynamic, transitional relations between temporary and final states through which multilateral changes propagate. Language learner autonomy arises under conducive conditions at inflection points as an epiphenomenon, underscoring the need for holistic epistemological reorientation in research and practice.

Originality
This paper puts forward an innovative conceptual framework for understanding language learner autonomy as an emergent phenomenon. It contributes to the wider literature by addressing the need to resolve conceptual inconsistencies that undermine much research and practice. The novel framework informs compelling arguments for Action Research by practitioners from a complexity perspective – embracing adaptive, dynamic, non-linear research designs. The framework also emphasises the need for practitioners to adopt exploratory approaches to fostering language learner autonomy in their context.

Bookmarks Related papers MentionsView impact

Research paper thumbnail of Synthesisability and optimising exploratory action research for continuing professional development

Educational Action Research, 2024

Teachers need to engage in effective professional learning, and Exploratory Action Research (EAR)... more Teachers need to engage in effective professional learning, and Exploratory Action Research (EAR) supports Continuing Professional Development (CPD) in building teachers’ knowledge and skills, even in low-resourced environments. This paper first explores mentored EAR for CPD, its affordances, and challenges. Asking EAR to serve too many functions can frustrate efforts if teachers view research as taxing, or academics undervalue teachers’ outputs. One way of optimising CPD is to shift the focus onto particular concepts of research quality to help teachers and academics develop professionally. This paper next conceptually examines the conjunction of EAR with Qualitative Research Synthesis (QRS), a secondary research method that synthesises and offers new perspectives on aggregated qualitative research outputs. A critical exploration of a published study applying QRS methods in a related field, Technology-Mediated Task Based Language Teaching, is given. The analysis suggests that a novel research orientation be adopted- that of ‘synthesisability’. The contribution to the field is amelioration of the researcher-practitioner relationship, and the pedagogical implications are that teachers can show the thoroughness and value of their impactful work.

Bookmarks Related papers MentionsView impact

Research paper thumbnail of Input Enhancement Techniques : A Critical Summary of the Literature

Bookmarks Related papers MentionsView impact

Research paper thumbnail of The role of metacognition in mindfulness interventions with Japanese EFL university students

Learning: Research and Practice, 2020

The role of metacognition in learning and academic achievement has been recognised. Outside of ed... more The role of metacognition in learning and academic achievement has been recognised. Outside of education, mindfulness has been shown to enhance metacognition and subsequent outcomes (e.g., in mental health). While mindfulness has been investigated in relation to enhancing outcomes in education, less consideration has been given to the role of metacognition as a mediating factor. The current study used a between-groups design to investigate (1) whether a mindfulness intervention significantly improves learning outcomes, mindfulness and metacognition in those learning English as a foreign language and (2) whether the relationship between mindfulness and learning outcomes is mediated by metacognition. Results of the current study were not significant. However, this study represents an important step in terms of investigating mechanisms of change in educational practices. Methodological considerations and avenues for further research are discussed.

Bookmarks Related papers MentionsView impact

Research paper thumbnail of Factors impacting on teacher cognition and teachers' approaches to language teaching in Japanese high schools

The Asian Conference on Language Learning 2017 Official Conference Proceedings, Jul 2017

This paper investigates cognitive factors that impact and enable implementation of communicative ... more This paper investigates cognitive factors that impact and enable implementation of communicative approaches to language teaching, CALT, by public high school teachers in Osaka, Japan. The experiences, beliefs and knowledge of 46 teachers were investigated using a questionnaire. Of those, 4 participated in semi-structured interviews, as did 3 student teachers. Through this mixed-methods approach, the paper triangulates qualitative and quantitative data. The results showed that early experiences as learners affect the development of values and beliefs about approaches to language teaching. English teachers in Osaka are increasingly likely to have experienced CALT themselves as learners, and to be somewhat knowledgeable about such approaches. The findings also revealed that teachers hold increasingly positive attitudes towards implementing appropriate amounts of CALT. However, they apply CALT cautiously, due to a range of concerns about proximate and systemic issues. The way teachers respond to these concerns was affected by beliefs they hold, resulting from their experiences as learners, about language teaching. The results suggested two ways in which CALT implementation could be enhanced. The first is reform the university exam to assess communicative language use. The second is for both learners and teachers to be given more opportunities for skills practice, to develop greater meta-cognitive awareness and encourage developments in language or teaching skills. Finally, the results show demographic trends and changes in education policy in Osaka prefecture that will affect the implementation of communicative approaches to language teaching, which could have implications outside this context and provide avenues for future research.

Bookmarks Related papers MentionsView impact

Research paper thumbnail of Operationalizing Educational Scaffolding in a Japanese High School English Classroom: A Theoretical Approach

Abstract This paper presents a notional approach to operationalizing a sociocultural theory of la... more Abstract
This paper presents a notional approach to operationalizing a sociocultural theory of language learning, the Zone of Proximal Development, to support second and foreign language learning by using appropriate educational scaffolding in a practical teaching context. The aim is to provide an example of how to promote greater communicative language use in high school English classrooms in Japan. First, the paper gives a survey of the theoretical underpinnings of relevant sociocultural approaches to language learning.
The paper then attempts to link theory and practice. A sample teaching-plan is included, based on a lesson given as part of a team-taught debate course, which is currently offered at a public high school in Japan. The paper offers examples and analysis of how the plan exemplifies the principles of educational scaffolding and the Zone of Proximal Development. Finally, potential issues relating to the practical application of such approaches are raised. Furthermore, particular issues arising in a Japanese educational context are considered. Strategies to pre-empt and overcome such difficulties are then discussed.

Bookmarks Related papers MentionsView impact

Research paper thumbnail of Lesson Plan: Global Topics Project Outline: Energy

Taking It To Task, Jun 2017

This paper overviews a project which prepared Upper-Intermediate EFL students at a high school in... more This paper overviews a project which prepared Upper-Intermediate EFL students at a high school in Japan to collaboratively engage with a global issue. Although for this project I selected the topic of energy, this could easily be substituted with any appropriate topic. The learning objective is for students to collaborate in small groups to brainstorm, research and plan, then create and practice a poster and script for a short group poster presentation and O.&A session. The project provides an opportunity for extended integrated skills practice, critical thinking and reflection. Students will use presentation skills and academic skills such as brainstorming, summarizing, note taking and citation. I developed the framework for the project, comprised of four 50-minute lessons, as the penultimate assignment of a twoyear, skills-based, high school Debate course. That series of four lessons successfully prepared the students to engage in the culminating event of the course, a debate tournament on the resolution "Japan should switch to 100% renewable energy by 2030". The overall structure of the project, and the flow of activities therein, were created in reference to the task cycle.

Bookmarks Related papers MentionsView impact