Speaker
KEYWORDS
language learner autonomy
bilingual
systematic secondary research
practitioner research
ABSTRACT
Attempts to foster language learner autonomy and English proficiency in Japan proliferate alongside dedicated research institutes, conferences, and publications. Furthermore, a strong culture of carrying out and publishing primary research work in smaller scale, in-house outlets by teaching practitioners has likely sustained this academic interest. However, much of this work has not been systematically evaluated. While secondary research in the field, a scoping review of global language learner autonomy (Chong & Reinders, 2022), has been conducted it neither included studies published in the Japanese language nor focused on practitioner research. These are both significant sources of academic work produced under diverse research designs within the Japanese educational context. Furthermore, a qualitative synthesis of practitioner work solely from the Japanese context has also not been conducted. As such, this presentation introduces an innovative synthesis of practitioner research of language learner autonomy published in either the English or Japanese language, with a view to revealing its conceptualisation, operationalisation, and evaluation. This presentation is likely to be of high relevance to a researcher-practitioner audience in Japan.
References:
Chong, S. W., & Reinders, H. (2022). Autonomy of English language learners: A scoping review of research and practice. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688221075812
| TITLE | Synthesising practitioner research on language learner autonomy in Japan |
|---|---|
| RELEVANT SIG | Learner Development |
| FORMAT | Research-oriented Oral Face-to-face presentation (25 minutes, including Q&A) |
