The Language Teacher Research Series aims to connect research and practice by highlighting the insights that teachers themselves describe after examining their own practices. This first volume of the five-volume series presents research conducted by language teachers at all levels, from high school English teachers to English language teacher educators, reflecting on their practices. Each author describes specific classroom experiences in an Asian context and extracts a more broadly applicable analysis of how to improve student learning. The countries represented cover both North and South Asia. Many classroom teachers often feel a "disconnect" between research and practice. This volume successfully bridges the gap by demonstrating how the lessons gleaned from reflective research can be transformed into practical instructional strategies. The chapters include the following topics: (1) Fostering learner autonomy by discouraging teacher dependence; (2) Seeking content that encourages students to engage in second language (L2) discussions; (3) Balancing the focus on test-taking skills and content learning; (4) Helping students monitor and managed their listening strategies; (5) Teaching writing strategies more explicitly; and (6) Comparing students' and teacher's perceptions of the learning that occurs. The format is such that language teachers with varied experiences and qualifications can make comparisons across chapters about issues, background literature, procedures, results, and reflections. The contributors hope that other language teachers will compare and contrast these studies with their own classroom challenges and accomplishments. Chapter details help readers compare and evaluate the examples of teacher research and even replicate some research, if so desired. Chapters include: (1) Language Teacher Research in Asia (Thomas S. C. Farrell); (2) Teaching Character Depiction in Narrative Writing (Singapore) (Antonia Chandrasegaran and Siok-Chin Yeo); (3) Expert and Nonexpert Teachers: Do They Use Different Processes While Learning to Teach? (Thailand) (Sumalee Chinokul); (4) Learner Autonomy in an Asian Context: Independent Learning and Independent Work at the University Level (Viet Nam) (Duong Thi Hoang Oanh); (5) The TESOL Methods Course: What Did They Really Learn? (Singapore) (Thomas S. C. Farrell); (6) Understanding Chinese Students' Teacher Dependence (China) (Gao Xuesong); (7) Challenging Tradition: Creating a Self-Access Language Learning Center in an East Asian Academic High School (Japan) (Chris Hale); (8) Improving Second Language Listening: Awareness and Involvement, (Singapore) (Xuelin Liu and Christine C. M. Goh); (9) From Chalkboard to Lectern to Chalkboard: The Journey of an Applied Linguistics Lecturer (Viet Nam) (Stephen H. Moore); (10) "I Want to Study TOEFL!" Finding the Balance Between Test Focus and Language Learning in Curriculum Revision (Japan) (Patrick Rosenkjar); (11) Bridging the Classroom Perception Gap: Comparing Learners' and Teachers' Understandings of What Is Learned (Japan) (Timothy Stewart); (12) Does Project-Based Learning Work in Asia? (China) (Wang Ge); and (13) How Does Course Content Affect Students' Willingness to Communicate in the L2? (China) (Jennifer Weathers). A list of references and an index are included.