A qualitative synthesis of practitioner research of English language learner autonomy in higher education in Japan

This study draws on Chong and Reinders’ ([2025]. “Autonomy of English Language Learners: A Scoping Review of Research and Practice.” Language Teaching Research 29 (2): 607–632. https://doi.org/10.1177/13621688221075812) international scoping review to offer a nationally focused, qualitative synthesis of bilingual practitioner research on the conceptualisation, operationalisation, and evaluation of English language learner (ELL) autonomy in Japan. The scarcity of chances to use English, alongside a facilitative domestic publishing culture, have made autonomy a key practitioner research focus. However, this work has not undergone systematic secondary review. As such, while aiming to benefit Japanese audiences, the study also hopes to broaden international access to research published in Japanese. Adopting systematic procedures aligned with the Synthesis Methods and Reporting Tool (SMART) for Research Syntheses in Applied Linguistics (Chong [2025]. “Synthesis Methods and Reporting Tool (SMART) for Research Syntheses in Applied Linguistics.” Research Synthesis in Applied Linguistics: 1–22. https://doi.org/10.1080/29984475.2025.2456880), data from 14 studies was extracted, inductively coded, and discursively analysed following a literature search on CiNii, a Japanese research database (National Institute of Informatics [n.d.]. About CiNii Research. https://support.nii.ac.jp/en/cir/manual_outline). The findings revealed points of convergence (e.g., conceptual prevalence ordering) and divergence (e.g., use of non-experimental research designs, focus on the transition to higher education) between domestic and international settings. Practitioner-researchers are recommended to adopt diverse research designs using performance-based measures, ground work more firmly in theory, strive for greater clarity in role definition, and examine other liminal periods – such as the transition to work life.