Papers by Amelia Yarwood
SiSAL Journal, 2022
This paper documents part of the process of preparing to fully reopen the physical Self-Access Le... more This paper documents part of the process of preparing to fully reopen the physical Self-Access Learning Center (SALC) in a university in Japan after being somewhat interrupted during two years of the COVID-19 pandemic. Self-access is becoming increasingly complex, multi-faceted and multidisciplinary and it is necessary to revisit SALC mission statements periodically, particularly after major events or changes. A group of language educators working at the university examined literature and theories from a range of perspectives in order to inform the future directions of the SALC. In a series of meetings over a one-semester period, one or two team members led a guided discussion based on some key papers, talks or other resources related to eight themes. After a semester of such discussions, they returned to the mission statement and reexamined it, making it more theoretically robust and specific, acting as a guide for SALC services for a new era.
Transferring Language Learning and Teaching From Face-to-Face to Online Settings
Since 2020, language learning environments have had to swiftly transition from traditional face-t... more Since 2020, language learning environments have had to swiftly transition from traditional face-to-face learning to remote learning contexts. This chapter interrogates factors related to students' willingness to communicate (WTC) in online-mediated discussions in a Japanese university classroom. Using a self-determination theory framework to conduct a thematic analysis of data collected from focus group discussions and the written reflections of English L2 learners (N=19), three main factors were found to contribute to a lack of WTC. Two of the three are unique to online learning: disruptive environmental factors and a thwarting of relatedness between classmates. The third factor, a perceived lack of communicative ability, although not unique to online learning, was amplified by the online environment. In order to address these factors, which contribute to a lack of WTC, a number of teaching interventions aimed at fostering communicative online classrooms are introduced.
Amelia Yarwood deals with the issue of emotional labour and relates stories from four teachers (i... more Amelia Yarwood deals with the issue of emotional labour and relates stories from four teachers (including herself) that focus on the deeply complex and emotionally taxing work that eikaiwa teachers are sometimes called upon to do. These narratives reveal a wide-ranging collection of identities that eikaiwa teachers are asked to inhabit including coach, psychologist, and service provider, and the emotional toll that these often-contradictory roles take on teachers.
Studies in Self-Access Learning, 2019
Self-access learning centres (SALCs) are spaces in which learners are provided with access to res... more Self-access learning centres (SALCs) are spaces in which learners are provided with access to resources that can assist them in achieving their goals. Within the SALC at Kanda University of International Studies, there is a wide range of resources available to students. However, a prior in-house study (Yarwood, Lorentzen, Wallingford, & Wongsarnpigoon, 2019) indicated that the resources were not being fully utilised by the students. The aim of our intervention study was to explore how targeted discussion topics could be used in classroom settings to assist non-English major students in feeling supported in their autonomous use of English within the SALC context. Data were collected in the form of a post-intervention survey, and focus group interviews. The data were then analysed using Basic Psychological Needs Theory (BPNT), a sub-theory within Self-Determination Theory (Ryan & Deci, 1987). Our findings suggest that the intervention fostered feelings of competence in both students’ English abilities, and their ability for selfreflection. Feelings of competence combined with support from peers motivated a portion of students to increase their use of English within the SALC. While many students felt that the intervention had helped them to increase their use of English in the SALC, the majority of students were uncertain about the effectiveness of the intervention. We will present several possible reasons for these findings.
Relay Journal, 2019
Basic Psychological Needs Theory (BPNT) is one of several mini theories within Self-Determination... more Basic Psychological Needs Theory (BPNT) is one of several mini theories within Self-Determination Theory, a framework developed by Deci and Ryan (1985) in order to study human motivation. As part of a larger, on-going project, the three main components of BPNT,
autonomy, relatedness, and competence, are used as points of evaluation in order to determine the autonomy-supportiveness of a Japanese self-access learning center (SALC). Based on the analysis of 107 interviews, we will highlight how the SALC is structured to be
an autonomy-supportive environment. Additionally, we will provide insight into the importance of relatedness to the learners of our SALC and explore the contrast between their desire to communicate in English and their reluctance to actualize their desires. Based on these findings, future interventions will be discussed to outline actions the SALC can take in order to further develop the autonomy-supportive nature of the self-access environment.
Dörnyei’s (2009) L2 Motivational Self System (L2MSS) has been validated in multiple EFL contexts ... more Dörnyei’s (2009) L2 Motivational Self System (L2MSS) has been validated in multiple EFL contexts but its applicability to the Japanese EFL classroom is an area where more empirical data needs to be gathered. A key aspect of the system is the notion that images of learners’ Ideal L2 self have the capacity to encourage learners to engage in motivated learning behaviours. This paper aims to explore how the system can be applied in a relatively intimate (N=6) Japanese EFL classroom to encourage the development of an elaborate and vivid vision of learners’ Ideal L2 self by taking an interpretative approach to the qualitative data gathered over the course of the six lesson programme and subsequent participant interviews. The paper shows that the materials developed scaffolded the learners’ visions but that learners found it difficult to transform their abstract desires into concrete and vivid images of their future L2 self. The findings suggest that exposure to examples of concrete representations of an Ideal L2 self and opportunities to consider their own future self are necessary for the development of a learner’s own image of their Ideal L2 self. The paper concludes with a brief comment on the pedagogical implications and recommendations for future areas of study.
Thesis Chapters by Amelia Yarwood
Dörnyei’s (2009) tripartite L2 Motivational Self System has been empirically validated across a r... more Dörnyei’s (2009) tripartite L2 Motivational Self System has been empirically validated across a range of language learning contexts, yet less research has been conducted on its pedagogical application in EFL environments. The system offers L2 learners unique opportunities to consider how and why they engage in language learning and the little research that has been conducted has shown that an exploration of one’s Ideal L2 self can be motivating for learners. One of the proposed benefits of a L2 Motivational Self System based intervention is the gradual specification of an individual’s desired future self which should encourage more motivated learning behaviours. An understanding of how the system can be implemented in the EFL classroom may help future L2 educators to support their students in develop the skill required to self-regulate their own learning. Based on questionnaire data gathered from Japanese university students (N=47) engaged in some form of English study, and qualitative data collected during and after a targeted intervention (N=6), this thesis firstly defines motivational variables in relation to the Ideal L2 self,
before exploring changes to the participants’ Ideal L2 self, and the extent to which the intervention encouraged those changes. Analyses using Pearson’s correlation coefficient revealed that a desire to learn a language, an interest in its speakers, and an interest in cultural products is beneficial to the development of a more vivid vision of an Ideal L2 self. Issues in relation to the relationship between Instrumentality and the Ideal L2 self were raised. Analysis of the qualitative data showed that the development of a clearer, more
specific Ideal L2 self could be achieved through an L2 Motivational Self System based intervention but warns that metacognitive approaches need to be scaffolded and time provided for individualised guidance. Counterbalancing the vision through the consideration of failure was found to have motivated participant learning behaviour despite also increasing their lack of L2 self confidence. Additionally, the formation of a supportive L2 learning environment was found to play a significant role in the participants’ L2 confidence and perception of the intervention’s usefulness. This thesis concludes by offering a range of pedagogical implication for educators, and for future research as well.
Conference Presentations by Amelia Yarwood
JASAL 2018 x SUTLF 5 conference, 2018
This presentation will communicate initial findings from a research project designed to evaluate ... more This presentation will communicate initial findings from a research project designed to evaluate the extent to which our self-access learning centre (SALC) and its environment is autonomy-supportive, and meets our learner’s expressed needs. This evaluation is based on a qualitative analysis of 108 interviews, 280 survey responses and other SALC statistical data, to determine to what extent the three Basic Psychological Needs of: autonomy, relatedness and competence formulated in Self-Determination Theory (Deci and Ryan 1985) are afforded. The researchers share insight into ways in which the SALC environment addresses these needs, and supports our learners to development and exercise autonomy.
Generally, teachers do not want to increase the L2 anxiety of their students for fear of its effe... more Generally, teachers do not want to increase the L2 anxiety of their students for fear of its effects on their motivation. L2 anxiety may however benefit learners' motivation to learn. Results of a mixed-method study conducted at a Japanese University (Yarwood, 2018) suggest that when learners engage in the act of self-comparison between themselves and more proficient learners, it results in fluctuations between two actions; avoidance and emulation. Furthermore, the degree of L2 anxiety felt by a learner in relation to their English-language studies and abilities may not lessen as a result of L2 Motivational Self System-based (L2MSS) (Dörnyei, 2009) classroom materials, but rather through the continued sharing and embracing of their own language anxieties with fellow language learners. Inter-correlations for Ideal L2 self, Intended learning effort and L2 Self confidence •Based on responses from Japanese university students (N=47) •Suggests that while the L2 self confidence of learners may not influence the Ideal L2 self directly, it may have an indirect influence via Intended learning efforts. Raw mean difference for Intended learning efforts and L2 Self confidence •Based on responses from Japanese university students' participation in the L2MSS-based intervention (N=6) •Items for L2 Self confidence related to a lack of L2 Self confidence rather than presence. For example: I always feel that others speak English better than I do
The present poster reports on the partial results of a larger research project exploring the effe... more The present poster reports on the partial results of a larger research project exploring the effectiveness of Dörnyei’s (2009) tripartite L2 Motivational Self System in EFL classrooms. In the absence of greater intervention research to date regarding the effectiveness of instruction based on the system, the present study defined the construct of the L2 Motivational Self System, operationalised it, and implemented it in an EFL classroom context. Data was collected from three Japanese and one Chinese adult learner of English in the form of classroom recordings, student work and responses to motivational questionnaires. This data was then analysed through a mixed-method approach, although only the qualitative data will be discussed here. The results of the 6-week course showed that the participants were able to develop clearer, more elaborate ideal L2 selves and gain increased metacognitive awareness of motivation, though the necessity of a supportive L2 learning community was suggested as a prerequisite condition. The poster concludes by offering a range of implications for instructions, and for future research as well.
Uploads
Papers by Amelia Yarwood
autonomy, relatedness, and competence, are used as points of evaluation in order to determine the autonomy-supportiveness of a Japanese self-access learning center (SALC). Based on the analysis of 107 interviews, we will highlight how the SALC is structured to be
an autonomy-supportive environment. Additionally, we will provide insight into the importance of relatedness to the learners of our SALC and explore the contrast between their desire to communicate in English and their reluctance to actualize their desires. Based on these findings, future interventions will be discussed to outline actions the SALC can take in order to further develop the autonomy-supportive nature of the self-access environment.
Thesis Chapters by Amelia Yarwood
before exploring changes to the participants’ Ideal L2 self, and the extent to which the intervention encouraged those changes. Analyses using Pearson’s correlation coefficient revealed that a desire to learn a language, an interest in its speakers, and an interest in cultural products is beneficial to the development of a more vivid vision of an Ideal L2 self. Issues in relation to the relationship between Instrumentality and the Ideal L2 self were raised. Analysis of the qualitative data showed that the development of a clearer, more
specific Ideal L2 self could be achieved through an L2 Motivational Self System based intervention but warns that metacognitive approaches need to be scaffolded and time provided for individualised guidance. Counterbalancing the vision through the consideration of failure was found to have motivated participant learning behaviour despite also increasing their lack of L2 self confidence. Additionally, the formation of a supportive L2 learning environment was found to play a significant role in the participants’ L2 confidence and perception of the intervention’s usefulness. This thesis concludes by offering a range of pedagogical implication for educators, and for future research as well.
Conference Presentations by Amelia Yarwood
autonomy, relatedness, and competence, are used as points of evaluation in order to determine the autonomy-supportiveness of a Japanese self-access learning center (SALC). Based on the analysis of 107 interviews, we will highlight how the SALC is structured to be
an autonomy-supportive environment. Additionally, we will provide insight into the importance of relatedness to the learners of our SALC and explore the contrast between their desire to communicate in English and their reluctance to actualize their desires. Based on these findings, future interventions will be discussed to outline actions the SALC can take in order to further develop the autonomy-supportive nature of the self-access environment.
before exploring changes to the participants’ Ideal L2 self, and the extent to which the intervention encouraged those changes. Analyses using Pearson’s correlation coefficient revealed that a desire to learn a language, an interest in its speakers, and an interest in cultural products is beneficial to the development of a more vivid vision of an Ideal L2 self. Issues in relation to the relationship between Instrumentality and the Ideal L2 self were raised. Analysis of the qualitative data showed that the development of a clearer, more
specific Ideal L2 self could be achieved through an L2 Motivational Self System based intervention but warns that metacognitive approaches need to be scaffolded and time provided for individualised guidance. Counterbalancing the vision through the consideration of failure was found to have motivated participant learning behaviour despite also increasing their lack of L2 self confidence. Additionally, the formation of a supportive L2 learning environment was found to play a significant role in the participants’ L2 confidence and perception of the intervention’s usefulness. This thesis concludes by offering a range of pedagogical implication for educators, and for future research as well.