- Self-Access Learning Center
Kanda University of International Studies
1-4-1, Wakaba,
Mihama-ku
Chiba-shi,
Chiba-ken,
Japan
261-0014 - (81) 043-273-1382
Jo Mynard
Kanda University of International Studies, SALC, Department Member
- Anaheim University, Graduate School of Education (TESOL), AdjunctUniversity of Exeter, Education (TESOL), Alumnus, and 2 moreadd
- Learner Autonomy, Self-Access, ESP, EFL. CALL, Computer-Mediated Communication, Language Advising, Metacognition, and 20 moreComputer Assisted Language Learning, Grounded Theory, Self-directed learning, Peer and Group learning, Peer learning, セルフアクセス, ラーナーオートノミ, Education, Social Media, Technology, Educational Technology, Second Language Acquisition, Mobile Technology, Facebook, Motivation (Psychology), Student Engagement, Advising, Reflection, Self Access Language Learning, and Advising In Language Learningedit
- Dr. Jo Mynard is an applied linguist and specialist in learner autonomy and supporting language learning outside the ... moreDr. Jo Mynard is an applied linguist and specialist in learner autonomy and supporting language learning outside the classroom. She is a Professor in the Faculty of Global Liberal Arts and Director of the Self-Access Learning Center (SALC) at Kanda University of International Studies (KUIS) in Japan where she has worked since 2008. She is also the Director of Research Institute for Learner Autonomy Education (RILAE) at KUIS.
She completed her Doctorate in Education (TEFL) at the University of Exeter, UK in 2003 and her M.Phil, in Applied Linguistics at Trinity College, Dublin in 1997.
At KUIS, she advises language learners and oversees operations, research and the general direction of the SALC comprising a team of 12 learning advisors, 8 managers, 1 designer and 35 part-time student staff. She also teaches an undergraduate course on Effective Language Learning and a graduate course on Learner Autonomy as part of the MA TESOL programme at the KUIS Graduate school. In addition, she engages in the following on a part-time basis:
- Teaching on the Doctoral and MA programmes in TESOL and supervising doctoral theses at the University of Anaheim (USA / online)
- Supervising MA TESOL students at the University of Birmingham (UK)
- Supervising MA TESOL students at the KUIS graduate school (Japan)
- Ph.D. thesis examining
- Independent reviewing for research fellowship applications
Before joining KUIS, she worked as an Associate Professor of English Language at NUCB/Koryo College in Nagoya. Prior to moving to Japan, she worked in the United Arab Emirates and was a faculty member and Founder / Coordinator of the Learning Enhancement Centre (LEC) at Zayed University in Abu Dhabi. She has also taught English in Spain, Ireland and England.
She has been the editor of SiSAL Journal (Studies in Self-Access Learning) since 2010. SiSAL Journal is an international, peer reviewed, quarterly publication indexed by seven databases. http://sisaljournal.org
She has been closely involved with the IATEFL Learner Autonomy Special Interest Group since 2001. She is currently on its advisory board. http://lasig.iatefl.org
She is a members of the International Academic Advisory Board for IAFOR, Japan. https://iafor.org/
In 2012 she founded an epublishing company with Christopher Candlin. The company aims to close the gap between research, practice, and publication. http://candlinandmynard.com
Her professional interests are learner autonomy, advising in language learning, self-access learning, social and affective aspects of language learning, and CALL. She has co-edited and co-authored several books and book chapters on learner autonomy, advising, reflective dialogue, and social learning spaces.
When she isn't working, she likes travelling, hiking, swimming, reading, and watching sci-fi and detective dramas.edit
Self-determination theory (SDT) is a meta-theory of motivation and wellness concerned with understanding how humans grow and thrive in different life domains. Using an SDT perspective, this chapter looks at how classrooms and self-access... more
Self-determination theory (SDT) is a meta-theory of motivation and wellness concerned with understanding how humans grow and thrive in different life domains. Using an SDT perspective, this chapter looks at how classrooms and self-access centres can be places of autonomy support which enhance learners’ motivation. The author makes a case for creating positive and autonomy-supportive learning environments both inside and outside the classroom so that learners can grow and thrive. Providing such environments involves considering the motivational style of the teacher and several other factors. The second part of the chapter contains suggestions for evaluating a self-access centre from an SDT perspective, including initial drafts of two instruments that can be used to guide the process.
Research Interests:
Teaching is global, so the purpose of this chapter is to provide an international perspective on classroom instruction. In the rst part, the authors summarize ndings from two international investigations (conducted by others). The rst is... more
Teaching is global, so the purpose of this chapter is to provide an international perspective on classroom instruction. In the rst part, the authors summarize ndings from two international investigations (conducted by others). The rst is a video observational study involving eight nations reporting their typical teaching practices in terms of classroom management, social-emotional support, and quality of instruction. The second is a survey-based study involving 19 nations in which teachers self-reported their job satisfaction and teaching e cacy. In the second part, the authors invite educators from 19 di erent countries to participate in a virtual roundtable discussion to communicate what is special about teaching in their particular nation. Each educator answered this question: What can the rest of the world learn from what teachers in your nation do so well? The roundtable participants highlight their teachers' work ethic, engagement in professional learning communities, commitment to inclusion and democratic education, and opportunities for both autonomy and collaboration.
Research Interests:
Through the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported, developed and understood outside of the classroom. The chapters... more
Through the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported, developed and understood outside of the classroom. The chapters deal with learning environments and open spaces, communities and relationships, and dialogue and interaction.
Research Interests:
This is the most authoritative book yet applying self-determination theory to language learning. Chapters written by top practitioners and expert researchers provide ideas on how to motivate language students both in and out of the... more
This is the most authoritative book yet applying self-determination theory to language learning. Chapters written by top practitioners and expert researchers provide ideas on how to motivate language students both in and out of the classroom. An incredible resource for language teachers and for educators more generally.
Research Interests:
学習者の自律性を育成するアドバイジングについて知りたい教師やチューターの方、研究者の方へ 「アドバイジングで、“アドバイス”をしてしまっていませんか？」 (https://www.osaka-up.or.jp/books/ISBN978-4-87259-762-2.html)... more
学習者の自律性を育成するアドバイジングについて知りたい教師やチューターの方、研究者の方へ
「アドバイジングで、“アドバイス”をしてしまっていませんか？」
(https://www.osaka-up.or.jp/books/ISBN978-4-87259-762-2.html)
自律的な学習は、学習者が主人公。最終到達目標は、学習者が自分自身と向き合いセルフアドバイジングできるようになること。言語学習アドバイザーは、対話の積み重ねによって、学習者がひとりではばたいていけるよう、横で伴走しながら、さまざまなかたちでサポートします。本書には、前に進もうとする学習者とどのように向き合うかのヒントが沢山つまっています！
【学習者の意識変革と行動を促す対話とは？ 言語学習アドバイジングを知るために最適の一冊】
自律的な言語学習を支援するための方法の一つとして、専門的な知識やスキルを有するアドバイザーが学習者に対して傾聴や助言を行う言語学習アドバイジングへの関心が高まっている。実際のアドバイジングの豊富な用例に基づき、言語学習アドバイジングを理論と実践の両面から解説する本書は、言語学習アドバイジングの入門書として最適。アドバイザーの養成や研究の方法についても詳細に説明されており、多くのニーズに応えたものとなっている。Kato, S. and J. Mynard, Reflective Dialogue: Advising in Language Learning（Routledge, 2016）の翻訳。
「アドバイジングで、“アドバイス”をしてしまっていませんか？」
(https://www.osaka-up.or.jp/books/ISBN978-4-87259-762-2.html)
自律的な学習は、学習者が主人公。最終到達目標は、学習者が自分自身と向き合いセルフアドバイジングできるようになること。言語学習アドバイザーは、対話の積み重ねによって、学習者がひとりではばたいていけるよう、横で伴走しながら、さまざまなかたちでサポートします。本書には、前に進もうとする学習者とどのように向き合うかのヒントが沢山つまっています！
【学習者の意識変革と行動を促す対話とは？ 言語学習アドバイジングを知るために最適の一冊】
自律的な言語学習を支援するための方法の一つとして、専門的な知識やスキルを有するアドバイザーが学習者に対して傾聴や助言を行う言語学習アドバイジングへの関心が高まっている。実際のアドバイジングの豊富な用例に基づき、言語学習アドバイジングを理論と実践の両面から解説する本書は、言語学習アドバイジングの入門書として最適。アドバイザーの養成や研究の方法についても詳細に説明されており、多くのニーズに応えたものとなっている。Kato, S. and J. Mynard, Reflective Dialogue: Advising in Language Learning（Routledge, 2016）の翻訳。
Research Interests:
学習者の自律性を育成するアドバイジングについて知りたい教師やチューターの方、研究者の方へ 「アドバイジングで、“アドバイス”をしてしまっていませんか？」... more
学習者の自律性を育成するアドバイジングについて知りたい教師やチューターの方、研究者の方へ
「アドバイジングで、“アドバイス”をしてしまっていませんか？」
自律的な学習は、学習者が主人公。最終到達目標は、学習者が自分自身と向き合いセルフアドバイジングできるようになること。言語学習アドバイザーは、対話の積み重ねによって、学習者がひとりではばたいていけるよう、横で伴走しながら、さまざまなかたちでサポートします。本書には、前に進もうとする学習者とどのように向き合うかのヒントが沢山つまっています！
【学習者の意識変革と行動を促す対話とは？ 言語学習アドバイジングを知るために最適の一冊】
自律的な言語学習を支援するための方法の一つとして、専門的な知識やスキルを有するアドバイザーが学習者に対して傾聴や助言を行う言語学習アドバイジングへの関心が高まっている。実際のアドバイジングの豊富な用例に基づき、言語学習アドバイジングを理論と実践の両面から解説する本書は、言語学習アドバイジングの入門書として最適。アドバイザーの養成や研究の方法についても詳細に説明されており、多くのニーズに応えたものとなっている。Kato, S. and J. Mynard, Reflective Dialogue: Advising in Language Learning（Routledge, 2016）の翻訳。
「アドバイジングで、“アドバイス”をしてしまっていませんか？」
自律的な学習は、学習者が主人公。最終到達目標は、学習者が自分自身と向き合いセルフアドバイジングできるようになること。言語学習アドバイザーは、対話の積み重ねによって、学習者がひとりではばたいていけるよう、横で伴走しながら、さまざまなかたちでサポートします。本書には、前に進もうとする学習者とどのように向き合うかのヒントが沢山つまっています！
【学習者の意識変革と行動を促す対話とは？ 言語学習アドバイジングを知るために最適の一冊】
自律的な言語学習を支援するための方法の一つとして、専門的な知識やスキルを有するアドバイザーが学習者に対して傾聴や助言を行う言語学習アドバイジングへの関心が高まっている。実際のアドバイジングの豊富な用例に基づき、言語学習アドバイジングを理論と実践の両面から解説する本書は、言語学習アドバイジングの入門書として最適。アドバイザーの養成や研究の方法についても詳細に説明されており、多くのニーズに応えたものとなっている。Kato, S. and J. Mynard, Reflective Dialogue: Advising in Language Learning（Routledge, 2016）の翻訳。
Research Interests:
In this study, Japanese university students learning English in Japan were asked to keep a confidence-building diary (CBD) for one week in order to understand the benefits of maintaining a positive outlook for learning. The researchers... more
In this study, Japanese university students learning English in Japan were asked to keep a confidence-building diary (CBD) for one week in order to understand the benefits of maintaining a positive outlook for learning. The researchers investigated what activities the participants engaged in and what emotions they felt as a result, how the activity influenced their motivation for learning English and also whether participants later continued to engage in confidence-building activities. Drawing on basic psychological needs theory, self-determination theory, research on effect in language learning, and positive psychology, the researchers conducted a qualitative analysis of the diaries of 39 participants. The researchers also conducted follow-up interviews approximately five months later with seven participants. Participation in the CBD activities resulted mainly in positive emotions, occasionally in combination with negative emotions, and supported basic psychological needs. All participants considered the activity to be worthwhile, and there was evidence that some participants continued to intentionally engage in activities that produced positive emotions as a result of the CBD activity. The researchers suggest that the CBD is an effective tool for promoting positive feelings and supporting students’ basic psychological needs which are necessary to thrive and maintain motivation for sustained learning.
Research Interests:
Foreign Female English Teachers in Japanese Higher Education: Narratives From Our Quarter. Edited by Diane Hawley Nagatomo, Kathleen A. Brown, and Melodie L. Cook (pp. 295-309) The aim of my chapter is to offer a reflective account of... more
Foreign Female English Teachers in Japanese Higher Education: Narratives From Our Quarter. Edited by Diane Hawley Nagatomo, Kathleen A. Brown, and Melodie L. Cook (pp. 295-309)
The aim of my chapter is to offer a reflective account of some themes and tools that have been instrumental in understanding myself and others better as I navigated the challenges of academic leadership. I draw upon the literature in leadership and psychology to help me unpack phenomena that I did not necessarily understand when I was actually experiencing them and present some tools that leaders in academia could use to create their own tools and stories.
https://www.candlinandmynard.com/female-teachers.html
The aim of my chapter is to offer a reflective account of some themes and tools that have been instrumental in understanding myself and others better as I navigated the challenges of academic leadership. I draw upon the literature in leadership and psychology to help me unpack phenomena that I did not necessarily understand when I was actually experiencing them and present some tools that leaders in academia could use to create their own tools and stories.
https://www.candlinandmynard.com/female-teachers.html
Research Interests:
This volume explores some of the theoretical, empirical, and practical considerations when supporting educators and learners in promoting language learner autonomy. It contains selected papers from the IATEFL Learner Autonomy SIG events,... more
This volume explores some of the theoretical, empirical, and practical considerations when supporting educators and learners in promoting language learner autonomy. It contains selected papers from the IATEFL Learner Autonomy SIG events, held in Liverpool, UK from 1-5 April 2019, as well as chapters which address and further explore topics and trends that were discussed during these events. These chapters look at different aspects of learner autonomy that are not necessarily based in the classroom but which nonetheless support both students and educators as they become more autonomous in their practice. The findings that are presented throughout the chapters pay special attention to the ‘social turn’ in researching language learner autonomy development and second language acquisition, and focus on the social, interactive and co-dependent nature of the concept. The breadth of research presented provides a more holistic view of learner autonomy, and how many aspects of teaching and learning are connected to this. The volume concludes with a research agenda which draws on the social factors and agency that are likely to be the subject of further work in the coming years. This research agenda aims to inform and inspire the research field, and revisit certain methods, metaphors and terms we have used within the field for decades.
Research Interests:
In this chapter, the authors describe a research project designed to investigate the extent to which autonomy-supportive conditions exist for fostering English language use in a large self-access learning centre (“the SALC”) in a... more
In this chapter, the authors describe a research project designed to investigate the extent to which autonomy-supportive conditions exist for fostering English language use in a large self-access learning centre (“the SALC”) in a university in Japan. Taking a self-determination theory (SDT) perspective (Deci & Ryan, 2000; Ryan & Deci, 2017), the authors look at factors within the environment that encourage greater engagement and support for autonomous motivation for using English. The authors begin by exploring the views of the student population via a survey (N=280), and through structured interviews (N=108). They also draw on the observations of the team of 11 learning advisors (LAs) who work full time in the SALC using an observation framework. Results indicated that many of the features of the SALC were autonomy-supportive in general, but that some areas could benefit from further enhancement. These enhancements might include communicating more clearly to the student body the underlying policies and initiatives relating to the SALC learning environment, additional scaffolding to facilitate competent engagement with the multiple learning affordances found there, and increased opportunities for regularly connecting with other students as a formal initiative within the SALC.
Research Interests:
In this paper, we will describe a research project designed to evaluate a large self-access learning centre ("the SALC") in our university in Japan (http://kuis8.com). We investigate the extent to which autonomy-supportive conditions... more
In this paper, we will describe a research project designed to evaluate a large self-access learning centre ("the SALC") in our university in Japan (http://kuis8.com). We investigate the extent to which autonomy-supportive conditions exist for fostering English language use in the SALC from multiple perspectives, within an ongoing process that is envisioned to take several years. We begin by exploring the views of the student users, and also the team of learning advisors (LAs) who work full time in the SALC. Context The context for the study is a small, private university located in Japan, which specialises in foreign languages and cultures. The majority of students are Japanese nationals who are majoring in English or other languages, and all students are required to take some English courses. In order to support the use and study of English, and also promote language learner autonomy, students are all encouraged to use the large, purpose-built SALC. The SALC provides various kinds of learning spaces, a professional learning advising service, workshops, credit courses, and a range of regular events and learning communities. Although attendance at the SALC is optional, over 1000 students use the SALC each day. We (the two authors) are members of the team of 11 learning advisors working full time in the SALC. Research framework Our research framework is based on a self-determination theory (SDT) perspective (Deci and Ryan 1985). SDT is a broad framework for the study of human motivation and well-being and within this framework, there are six sub-theories. One of these is Basic Psychological Needs
In Pattison, T. (Ed.), IATEFL 2019 Liverpool conference selections (pp. 41-42).
In Pattison, T. (Ed.), IATEFL 2019 Liverpool conference selections (pp. 41-42).
Research Interests:
Reflective Dialogue presents professional educators with the necessary background and skills to engage in reflective dialogue with language learners effectively. It draws on work in the fields of advising in language learning, reflective... more
Reflective Dialogue presents professional educators with
the necessary background and skills to engage in reflective
dialogue with language learners effectively. It draws on
work in the fields of advising in language learning, reflective
practice, sociocultural theory, language learner autonomy,
counseling, and life coaching to provide both an
introduction to the field and guidance for researching
advising in action. The book also includes a wide variety of
practical ideas and over 30 sample dialogues that offer cl
the necessary background and skills to engage in reflective
dialogue with language learners effectively. It draws on
work in the fields of advising in language learning, reflective
practice, sociocultural theory, language learner autonomy,
counseling, and life coaching to provide both an
introduction to the field and guidance for researching
advising in action. The book also includes a wide variety of
practical ideas and over 30 sample dialogues that offer cl
Research Interests:
Research Interests:
https://www.routledge.com/products/9781138825925 Reflective Dialogue presents professional educators with the necessary background and skills to engage in reflective dialogue with language learners effectively. It draws on work in the... more
https://www.routledge.com/products/9781138825925 Reflective Dialogue presents professional educators with the necessary background and skills to engage in reflective dialogue with language learners effectively. It draws on work in the fields of advising in language learning, reflective practice, sociocultural theory, language learner autonomy, counseling, and life coaching to provide both an introduction to the field and guidance for researching advising in action. The book also includes a wide variety of practical ideas and over 30 sample dialogues that offer clear demonstrations of the concepts discussed in practice. This dynamic textbook’s practical approach illustrates how reflective dialogue can promote language learner autonomy and how language advising can be implemented successfully both inside and outside the classroom.
Research Interests: Learner Autonomy, Academic Advising, Self-Access, Language Advising, Transformational Learning, and 7 moreLearner autonomy in language learning, Learner and teacher autonomy, English as a Foreign Language (EFL), Dimensions of learner autonomy, Transformational Learning Theory, English As a Second Language (ESL), and Advising In Language Learning
This book was edited by Jo Mynard and Christian Ludwig and contains a foreword by Anna Uhl Chamot. This volume explores tools, tasks and environments which support the development of learner autonomy in different learning spaces and... more
This book was edited by Jo Mynard and Christian Ludwig and contains a foreword by Anna Uhl Chamot. This volume explores tools, tasks and environments which support the development of learner autonomy in different learning spaces and cultural contexts. After an introduction by the editors, the 13 contributions to this e-book are divided into five thematic parts. Part 1 investigates ways of supporting the development of learner autonomy in self-access learning. Part 2 focuses on self-directed learning. The contributors to Part 3 provide insights into the use of technological tools for developing learner autonomy. Part 4 discusses the role of logbooks and learning plans as means to document learning, and Part 5 explores ways of promoting autonomy inside and outside the classroom.
Research Interests:
This volume contains a collection of selected papers from the “Advising for Language Learner Autonomy” conference held at Kanda University of International Studies (Japan) in November 2011. Advising in language learning (ALL) is a... more
This volume contains a collection of selected papers from the “Advising for Language Learner Autonomy” conference held at Kanda University of International Studies (Japan) in November 2011. Advising in language learning (ALL) is a relatively new strand of applied linguistics, and the IATEFL Learner Autonomy Special Interest Group attempts to contribute to the emerging body of knowledge through the publication of this edited book. Themes explored in the book are:
- The theory and practice of advising
- The development of advising services
- Classroom-based advising approaches
- Advising for teacher education
- Peer advising
- Advising tools
- The discourse of advising in language learning
- Professional development for learning advisors
- The theory and practice of advising
- The development of advising services
- Classroom-based advising approaches
- Advising for teacher education
- Peer advising
- Advising tools
- The discourse of advising in language learning
- Professional development for learning advisors
Research Interests:
This volume contains a collection of articles which were originally published between 2006 and 2010 in the Learner Autonomy SIGʼs newsletter Independence. All of the articles were written in connection with a project which likened... more
This volume contains a collection of articles which were originally published between 2006 and 2010 in the Learner Autonomy SIGʼs newsletter Independence. All of the articles were written in connection with a project which likened exploring the multifaceted concept of learner autonomy to opening a metaphorical “can of worms”. Ten “worms” were released into the academic community, resulting in a series of short articles. The following areas are explored in this collection: Assessment, Classroom research, Counselling / advising, Culture, Learner training, Motivation, Self-access, Teacher autonomy, Teacher education, Technology
Research Interests:
Each interaction with a student, inside and outside the classroom, is an opportunity to engage them in reflective thinking. This kind of thinking is crucial for developing learner autonomy, i.e., understanding oneself and taking charge of... more
Each interaction with a student, inside and outside the classroom, is an opportunity to engage them in reflective thinking. This kind of thinking is crucial for developing learner autonomy, i.e., understanding oneself and taking charge of one's language learning. In this summary, I will briefly introduce the concept of reflection in language learning and share how it can be promoted in practice. One powerful way to engage learners in reflection is through one-to-one dialogues, which help learners to understand themselves and take charge of their language learning. Tools can facilitate this process, and I will share some practical examples.
Research Interests:
This paper presents results of the first year of a four-year longitudinal study examining motivation for independent language learning among Japanese freshman learners of English at a university in Japan. The participants were enrolled in... more
This paper presents results of the first year of a four-year longitudinal study examining motivation for independent language learning among Japanese freshman learners of English at a university in Japan. The participants were enrolled in optional independent learning modules offered by the university’s self-access centre. The aim of the modules is to introduce learners to resources and strategies for learning and to give them the opportunity to create and implement a plan of independent study in the language area of their choice. Despite a busy academic and personal schedule, 145 learners managed to successfully complete the first eight-week optional module in semester 1 and 50 of those learners went on to complete the second optional module in semester 2. The authors analysed learners’ weekly reflective journals in order to investigate the factors that helped learners maintain their motivation to continue the modules. In addition, interviews were conducted with 9 participants. Fin...
Research Interests:
Research Interests:
Research Interests:
The notion of language learner autonomy, which is defined as ‘a capacity to control important aspects of one’s language learning’ (Benson, 2013, p. 839), is now widely considered a key educational goal in language teaching programmes... more
The notion of language learner autonomy, which is defined as ‘a capacity to control important aspects of one’s language learning’ (Benson, 2013, p. 839), is now widely considered a key educational goal in language teaching programmes around the world (Reinders & Benson, 2017). Despite the increasing number of studies on language learner autonomy, autonomy researchers are still grappling with its complexity and multidimensional manifestation as a theoretical construct and major challenges remaining in determining its most appropriate implementation in the classroom. In particular, there is significant difficulty in designing appropriate and effective research instruments and materials for assessing learner autonomy, which is ‘not a single, easily describable behaviour’ (Little, 1990, p. 7), either by researchers or by teachers. In addition, there is an emergence of new practices of autonomous language learning, particularly in view of the rapid development of educational technologies, which warrants a renewed conceptualization of language learner autonomy (Benson & Reinders, 2011). The understanding of learner autonomy is of paramount importance to language teachers because learners gain greater potential opportunity to access language-rich environments through the Internet and mobile language learning environments. By becoming knowledgeable in the notion of learner autonomy and characteristics of autonomous learners, pre-service and in-service language teachers are in a better position to provide self-access resources to develop learners’ self-regulated learning and encourage students to initiate their own ‘language learning program’ beyond the classroom, which is a key 21st century learning skill.
Research Interests:
Research Interests:
In this chapter, that authors take the reader out of the formal classroom into a large self-access centre. In this chapter, the authors describe a research project designed to investigate the extent to which autonomy-supportive conditions... more
In this chapter, that authors take the reader out of the formal classroom into a large self-access centre. In this chapter, the authors describe a research project designed to investigate the extent to which autonomy-supportive conditions exist for fostering English language use in a large self-access learning centre (“the SALC”) in a university in Japan. Taking a self-determination theory (SDT) perspective (Deci & Ryan, 2000; Ryan & Deci, 2017), the authors look at factors within the environment that encourage greater engagement and support for autonomous motivation for using English. The authors begin by exploring the views of the student population via a survey (N=280), and through structured interviews (N=108). They also draw on the observations of the team of 11 learning advisors (LAs) who work full time in the SALC using an observation framework. Results indicated that many of the features of the SALC were autonomy-supportive in general, but that some areas could benefit from further enhancement. These enhancements might include communicating more clearly to the student body the underlying policies and initiatives relating to the SALC learning environment, additional scaffolding to facilitate competent engagement with the multiple learning affordances found there, and increased opportunities for regularly connecting with other students as a formal initiative within the SALC.
Research Interests:
Research Interests:
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The field of self-access language learning (SALL), which is an established way of supporting language learners outside the classroom through the provision of resources and spaces, spans more than five decades and is currently in a phase... more
The field of self-access language learning (SALL), which is an established way of supporting language learners outside the classroom through the provision of resources and spaces, spans more than five decades and is currently in a phase that Mynard (2019a) refers to as the ‘basic psychological needs and wellbeing’ phase. This is a turning point in SALL wherein the focus has shifted towards the need for (more explicitly) facilitating an autonomy-supportive environment outside the classroom. This focus supports language learners’ needs for autonomy, relatedness and competence, and as such, aims to provide the conditions needed to foster language learning in an environment in which they can thrive and grow in psychologically healthy ways (Ryan & Deci, 2020). In this theoretical article, the authors make a case for using self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2017) as an overarching framework for future developments in the field of SALL. The article gives an ove...
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In this article, the authors describe two research studies conducted during the COVID-19 pandemic, exploring the perceptions of online advising from the perspective of learners and learning advisors working in a self-access centre at a... more
In this article, the authors describe two research studies conducted during the COVID-19 pandemic, exploring the perceptions of online advising from the perspective of learners and learning advisors working in a self-access centre at a university in Japan. Advising is a one-to-one reflective dialogue between a learner and a learning advisor with the purpose of promoting learner autonomy. Advising normally takes place in person, and this article explores user perceptions and whether advisors are able to create an autonomy-supportive climate in a synchronous online setting. Although participants in both studies acknowledged challenges, overall online advising was conducted effectively, with learning advisors anticipating the needs of learners and utilising online tools accordingly. Although initially nervous about attending online sessions, learners felt positive emotions during and after the online session and felt supported by learning advisors.
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Self-determination theory is a meta-theory of human motivation and wellness which has applications to language teaching and learning. In this summary of the 2022 forum, the authors share examples of research and practice that have... more
Self-determination theory is a meta-theory of human motivation and wellness which has applications to language teaching and learning. In this summary of the 2022 forum, the authors share examples of research and practice that have applications to Japanese university contexts. These include research methods for understanding our learners’ motivation and exploring teaching and advising both inside and outside the classroom and in online environments to support learner involvement and well-being. 自己決定理論は人の動機づけとウェルネスについてのメタ理論であり、言語教育・学習にも応用されている。本稿は2022年の大会で行われたフォーラムを要約したものであり、日本の大学における外国語学習者動機づけ研究や実践を共有するものである。具体的には、学習者の動機づけ研究法の他、学習者の取り組みとウェルネスを向上させるための、オンラインを含む教室内外における教育実践や指導・助言について取り上げる。
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This book presents the collaborative efforts of a team of academics at a university in Japan to promote learner reflection. It includes studies, practical applications and reflective accounts, and demonstrates how reflection can be... more
This book presents the collaborative efforts of a team of academics at a university in Japan to promote learner reflection. It includes studies, practical applications and reflective accounts, and demonstrates how reflection can be effectively integrated into language learning activities with significant benefits to the learners.
This paper contains a research synthesis of publications by members of the Research Institute for Learner Autonomy Education (RILAE) over a 5-year period. We followed a systematic review process to analyse 163 items and identified the... more
This paper contains a research synthesis of publications by members of the Research Institute for Learner Autonomy Education (RILAE) over a 5-year period. We followed a systematic review process to analyse 163 items and identified the most common kinds of publications. In addition, we conducted an inductive thematic analysis of research themes to determine the main areas of research interest for members. The main areas were psychological constructs related to language learning, self-access and advising. The results are useful for RILAE members when proposing new projects, incoming members or visitors interested in seeing at a glance the kind of works that RILAE researchers publish. In addition, conducting regular research syntheses can monitor how research interests shift over time.
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Self-determination theory is a meta-theory of human motivation and wellness which has applications to language teaching and learning. In this summary of the 2022 forum, the authors share examples of research and practice that have... more
Self-determination theory is a meta-theory of human motivation and wellness which has applications to language teaching and learning. In this summary of the 2022 forum, the authors share examples of research and practice that have applications to Japanese university contexts. These include research methods for understanding our learners' motivation and exploring teaching and advising both inside and outside the classroom and in online environments to support learner involvement and well-being. 自己決定理論は人の動機づけとウェルネスについてのメタ理論であり、 言語教育・学習にも応用されている。 本稿は2022 年の大会で行われたフォーラムを要約したものであり、 日本の大学における外国語学習者動機づけ研究や実践を共有するも のである。 具体的には、 学習者の動機づけ研究法の他、 学習者の取り組みとウェルネスを向上させるための、 オンラインを含 む教室内外における教育実践や指導・助言について取り上げる。 S elf-determination theory (SDT) is a meta-theory of human motivation and wellness (Deci & Ryan, 1987; Ryan & Deci, 2017) which helps us to understand how humans can grow and thrive in different life domains, including business, sports, and more recently, language education. This paper is a summary of the forum 'Self-determination theory: Research and practice for language educators' held at JALT 2022 in Fukuoka, Japan. The authors begin with a brief explanation of SDT, including details of one of the most widely applied of the six mini-theories of SDT, basic psychological needs (BPN) theory (see Reeve, 2022 and Ryan & Deci, 2017 for an account of all six mini-theories), and then present examples of methods in which this can be investigated. There then follows a brief summary of each of the presentations from the forum, which showcased SDT applied
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Studies. She holds a master's degree in TESOL, a RILAE advisor certification, and has more than a decade of teaching experience. Her research interests are learner autonomy, self-directed language learning, and mindfulness in language... more
Studies. She holds a master's degree in TESOL, a RILAE advisor certification, and has more than a decade of teaching experience. Her research interests are learner autonomy, self-directed language learning, and mindfulness in language learning.
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Teaching is global, so the purpose of this chapter is to provide an international perspective on classroom instruction. In the first part, the authors summarize findings from two international investigations (conducted by others). The... more
Teaching is global, so the purpose of this chapter is to provide an international perspective on classroom instruction. In the first part, the authors summarize findings from two international investigations (conducted by others). The first is a video observational study involving eight nations reporting their typical teaching practices in terms of classroom management, social-emotional support, and quality of instruction. The second is a survey-based study involving 19 nations in which teachers self-reported their job satisfaction and teaching efficacy. In the second part, the authors invite educators from 19 different countries to participate in a virtual roundtable discussion to communicate what is special about teaching in their particular nation. Each educator answered this question: What can the rest of the world learn from what teachers in your nation do so well? The roundtable participants highlight their teachers’ work ethic, engagement in professional learning communities, commitment to inclusion and democratic education, and opportunities for both autonomy and collaboration.
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This paper is concerned with the impact a self-directed learning (SDL) skills course has on students throughout their university career. The authors begin with an overview of the literature in the area of SDL and provide a definition for... more
This paper is concerned with the impact a self-directed learning (SDL) skills course has on students throughout their university career. The authors begin with an overview of the literature in the area of SDL and provide a definition for the purposes of this paper. The authors then go on to describe a study whereby students initially enrolled in a self-directed
learning course in their freshman year are interviewed and talk about their perceptions of the benefits of such a program. Using an interpretive analysis of the interview data, the researchers suggest the role that such courses have in not only providing learners with SDL skills, but also in supporting longer-term, deeper level metacognitive and reflective processes.
learning course in their freshman year are interviewed and talk about their perceptions of the benefits of such a program. Using an interpretive analysis of the interview data, the researchers suggest the role that such courses have in not only providing learners with SDL skills, but also in supporting longer-term, deeper level metacognitive and reflective processes.
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Mynard J, Ludwig C, eds. Autonomy in Language Learning. Tools, tasks and environments. Faversham, Kent: IATEFL; 2014
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"This chapter proposes the theoretical model which underpins the volume. Book blurb: Advising in Language Learning (ALL) brings together examples of advising practice and research from various international contexts in a... more
"This chapter proposes the theoretical model which underpins the volume. Book blurb: Advising in Language Learning (ALL) brings together examples of advising practice and research from various international contexts in a fast-developing field. A theoretical model based on constructivism and sociocultural theory (the “Dialogue, Tools and Context Model”) is proposed and supported thoughout the book, as each of the contributions focuses on one or more areas of the model. In this volume the editors set out the general aims and understandings of the field, illustrating the innovative manner in which advisors around the world are working with learners and researching the practice of ALL."
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Ludwig C, Mynard J, eds. Autonomy in language learning: Advising in action. Canterbury: IATEFL; 2012
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Through the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported and understood outside of the classroom. The chapters deal with... more
Through the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported and understood outside of the classroom. The chapters deal with learning environments and open spaces, communities and relationships, and advising and self-access.
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To assist second language learners in becoming effective, aware, and reflective participants in higher education, support can be provided by integrating structured awareness raising approaches in the language curriculum. Drawing on... more
To assist second language learners in becoming effective, aware, and reflective participants in higher education, support can be provided by integrating structured awareness raising approaches in the language curriculum. Drawing on self-regulation principles, such a structured awareness raising curriculum is most notably sustained by reflective one-to-one dialogue, also known as advising in language learning (ALL). While previous studies have shown that students who received this kind of support in face-to-face settings were able to successfully develop effective learning strategies, little research has demonstrated to what extent students can develop these strategies, supported by ALL, when learning online. This study shows how four groups of second language majors (n = 252) demonstrate knowledge and control of learning and learning strategies when discussing their planning and progress with peers online. This study draws on Google Classroom data (posts and comments: n = 957) collected over two semesters. Using digital conversation analysis and social network analysis, students were found to demonstrate (1) awareness of approaches to learning, (2) awareness of facilities, roles, and resources, and (3) awareness of self when collaborating with peers. This study shows how ALL can support students in effectively applying different learning strategies when engaged in computer-supported collaborative work.
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During this session, the presenters will share a range of tools that can be used to facilitate dialogue and promote reflection on learning. These tools take the form of worksheets and activities which can be used in class or outside class... more
During this session, the presenters will share a range of tools that can be used to facilitate dialogue and promote reflection on learning. These tools take the form of worksheets and activities which can be used in class or outside class to promote learner autonomy. Some examples of the tools include (1) the Confidence Building Diary (Finch, 2004) where students note positive aspects of their language learning in order to build confidence (Shelton-Strong & Mynard, 2018), and The Wheel of Language Learning (Yamashita & Kato, 2012), where students self-evaluate self-directed learning skills and reflect on their current levels of satisfaction for learning. The tools vary in focus; Affective Tools focus on the emotional and motivational side of learning; Cognitive Tools are concerned with strategies and ways to learn; Metacognitive Tools encourage learners to think more deeply about the overall process and progress of their language learning; and Practical Tools help students to document their learning in order to take stock and evaluate their progress (Kato & Mynard, 2016). The tools were developed by learning advisors in a university context in Japan and many have been tried and tested with Japanese learners of English. The presenters encourage participants to examine and try some of the tools during the session and comment on whether they could be used in different contexts with different learners.
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In this paper, the researchers provide a summary of how learners are supported in developing self-directed learning skills at a university in Japan that specializes in teaching foreign languages. The researchers describe an elective... more
In this paper, the researchers provide a summary of how learners are supported in developing self-directed learning skills at a university in Japan that specializes in teaching foreign languages. The researchers describe an elective course specifically designed to help learners to set goals, choose resources, consider strategies, make a learning plan, implement their plan over one semester, and evaluate their progress. During this process, learners are supported by learning advisors as they gradually develop awareness of themselves and become more autonomous language learners. The materials used for the course have evolved from paper to technologybased ones. This paper discusses the process that the learners undertake when beginning to take charge of their language learning and shows examples of the materials used. Drawing on feedback from stakeholders and evidence of actual self-directed work and learner reflections, the paper comments on the suitability of the electronic tools and...
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In this chapter, that authors take the reader out of the formal classroom into a large self-access centre. In this chapter, the authors describe a research project designed to investigate the extent to which autonomy-supportive conditions... more
In this chapter, that authors take the reader out of the formal classroom into a large self-access centre. In this chapter, the authors describe a research project designed to investigate the extent to which autonomy-supportive conditions exist for fostering English language use in a large self-access learning centre (“the SALC”) in a university in Japan. Taking a self-determination theory (SDT) perspective (Deci & Ryan, 2000; Ryan & Deci, 2017), the authors look at factors within the environment that encourage greater engagement and support for autonomous motivation for using English. The authors begin by exploring the views of the student population via a survey (N=280), and through structured interviews (N=108). They also draw on the observations of the team of 11 learning advisors (LAs) who work full time in the SALC using an observation framework. Results indicated that many of the features of the SALC were autonomy-supportive in general, but that some areas could benefit from ...
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Special Issue Featuring Papers From the AILA Congress: Research Network on Learner Autonomy Symposium, Rio de Janeiro, July, 2017. Edited by Jo Mynard, Diego Mideros, and Christine O’Leary
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This paper is a brief summary of an ethnographic research project currently in progress. Although the authors plan to present multiple papers based on the research, this paper has been written with the purpose of documenting progress so... more
This paper is a brief summary of an ethnographic research project currently in progress. Although the authors plan to present multiple papers based on the research, this paper has been written with the purpose of documenting progress so far. The main aims are to keep colleagues informed and to ensure that all of the steps are recorded to aid future dissemination of the findings. The authors summarize a project which started in June 2017 and will continue for several years observing student behaviors occurring in one social learning space in the Self-Access Learning Center (SALC) at Kanda University of International Studies (KUIS).
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In this paper, the authors describe an intervention and research project that aims to understand how students manage their time, and also to investigate the impact of integrating time management training activities into a general English... more
In this paper, the authors describe an intervention and research project that aims to understand how students manage their time, and also to investigate the impact of integrating time management training activities into a general English language proficiency course. The results will be shared in subsequent papers, but the rationale, background and methods are presented here in order to document the initial stages of the project. Students in three university English classes in a Japanese university participated in the time management training activities and completed reflection sheets which will later be analysed qualitatively. In addition, participants completed a pre- and post- intervention multiple choice questionnaires about time management. A control group comprising three similar classes also completed the pre- and post- intervention questionnaire, but did not participate in the time management training activities or reflection tasks.
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This paper provides the background to an ongoing study which aims to investigate ways in which Japanese learners of foreign languages make use of online and offline resources during a period of self-directed study. The researchers are... more
This paper provides the background to an ongoing study which aims to investigate ways in which Japanese learners of foreign languages make use of online and offline resources during a period of self-directed study. The researchers are currently collecting data from interviews, learning journals, and other documentation produced by ten EFL learners as part of a self-directed learning course at a university in Japan. This paper will give insights into the rationale and researchers’ motivations for the study, some background on the course, the learners, and the institution; a brief review of the relevant literature; and details of the research methods. Findings will be presented in subsequent publications.
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Welcome to the second reflective practice column where we are pleased to share another series of active advisors’ voices with our professional community. The first column of Reflective Practice in Advising in Volume 1(1) became a prelude... more
Welcome to the second reflective practice column where we are pleased to share another series of active advisors’ voices with our professional community. The first column of Reflective Practice in Advising in Volume 1(1) became a prelude for creating a global community of learning advisors with the aim of building a platform to share our professional development experiences and further seek opportunities for growth. As in Issue 1, in this issue of Relay Journal, all the contributors are engaged in a different advising context with various sociocultural backgrounds, but each of the case studies illustrates how their reflective practice enables learning advisors to continue exploring potential growth at any point in their career. In other words, the journey of becoming a learning advisor is ever-lasting, as long as the learning advisor is willingly seeking an opportunity for transformative learning. The post-publication reflective dialogues in Issue 1, although experimental, were a gr...
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This paper summarizes the initial phases of a study which investigates how learners of a foreign language interact with one another in an online space as part of their self-directed learning course, how they make use of their peers, and... more
This paper summarizes the initial phases of a study which investigates how learners of a foreign language interact with one another in an online space as part of their self-directed learning course, how they make use of their peers, and what communicative functions they use. The authors provide a state of the art, a description of the project and its objectives, and comment on how the project supports the goal of the Japanese Ministry of Education to improve students digital literacy skills, while also benefitting from increased interaction with their peers in an online setting.
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In this paper, the researchers analyse written discursive devices that learning advisors (LAs) at their institution use in order to give input to learners on their self-directed work. The researchers analysed written advising approaches... more
In this paper, the researchers analyse written discursive devices that learning advisors (LAs) at their institution use in order to give input to learners on their self-directed work. The researchers analysed written advising approaches by seven LAs throughout an eight-week period and coded the discursive devices according to their degree of directiveness. The results of the research indicate that LAs draw on a range of discursive devices and use varying degrees of directiveness when addressing the needs and learning stage of the students. The results have implications for LA training at the authors’ institution.
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Preface Acknowledgments i. Introduction ii. Introducing the characters in the book iii. Metaphors and terminology used in the book 1. From Research to Implications: Introducing Advising Appendices to Chapter 1: Appendix 1. Basic advising... more
Preface Acknowledgments i. Introduction ii. Introducing the characters in the book iii. Metaphors and terminology used in the book 1. From Research to Implications: Introducing Advising Appendices to Chapter 1: Appendix 1. Basic advising strategies Appendix 2. Advising tools 2. From Implications to Application: Advising in Practice 3. From Application to Implementation: Advising in Context 4. From Implementation to Research: Researching advising Appendices for Chapter 4: Appendix 1: Codes developed by Thornton & Mynard (2012) to make sense of the written advising data they collected in their context Appendix 2: Descriptors of coded thought units (from McCarthy, 2012)
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The field of self-access has spanned 50 years, and in this report, the authors give a brief overview of a recent event organized by the Research Institute for Learner Autonomy Education (RILAE) with the theme of ‘Landmarks in... more
The field of self-access has spanned 50 years, and in this report, the authors give a brief overview of a recent event organized by the Research Institute for Learner Autonomy Education (RILAE) with the theme of ‘Landmarks in self-access’. The authors also make reference to some landmark and recent publications in learner autonomy and self-access that have influenced the field.
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Welcome to issue 6(3) of SiSAL Journal, which is a general issue. It contains two research articles followed by three papers that form the second installment of the language learning spaces column edited by Katherine Thornton.
Technology has, in one form of another, been a part of self-access learning since the very first self-access centres (SACs) of the 1980s. Some of the better-funded centres featured elaborate listening and recording machinery and... more
Technology has, in one form of another, been a part of self-access learning since the very first self-access centres (SACs) of the 1980s. Some of the better-funded centres featured elaborate listening and recording machinery and (occasionally) early personal computers. Early software programmes and language-learning websites available for self-access use tended to be aimed at individual study, initially following the language lab model, and were often designed to teach or test discrete language points. Of course, in 2011 programmes aimed at individual study do still exist and certainly have a place in self-access learning, particularly if a learner has identified a target language area that the software or website covers. However, in this special issue we go beyond language learning software and look at tools and technologies currently available to the learner as self-access resources.
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The field of self-access has been developing along a trajectory for several decades. From the language labs of the 1970s, through to supporting communicative language learning in the 1980s and project-based learning in the 1990s,... more
The field of self-access has been developing along a trajectory for several decades. From the language labs of the 1970s, through to supporting communicative language learning in the 1980s and project-based learning in the 1990s, accommodating technology enhanced learning in the 2000s, and increasingly supporting social and mobile learning in the 2010s (Mynard, 2016). With each decade, we understand more about how people learn effectively and we incorporate new ideas into the increasingly complex nature of a self-access center. In this talk, I would like to look towards our next phase in the trajectory by drawing on some of the current research and trends which are guiding the process. For the next phase in our journey, we draw increasingly on findings from psychology. To take one example, emotions are now an accepted factor in learning and are known to have a significant influence on the learning experience (Dewaele et al., 2018). We also know that emotions fluctuate over time (Tassinari, 2016), and that both positive and negative emotions are important for sustained learning (Dewaele, 2019; Yamashita, 2015). Research in advising (e.g. Moriya, 2019; Mozzon-McPherson, 2012; Tassinari, 2015, 2016; Tassinari & Cieckanscki, 2013; Valdivia, Mynard & McLoughlin 2012; Yamashita, 2015) and self access (e.g. Shelton-Strong & Mynard, 2018) has explored the role of emotions in supporting learning outside the classroom. Responding to these findings will be one future direction for practitioners and researchers working in the field of self access. In this talk, I will discuss some ways in which learning advisors can tap into learners’ emotions in advising sessions. In addition, I will look more generally at ways in which classrooms and self-access centers can provide opportunities for learners to become aware of their emotions and the effect emotions can have on learning. I will also look at some ways in which learners can exercise control over their emotions through activities that can be done in class, outside of class, alone, or with others. I will conclude by suggesting some potential areas for research and practice in self-access in the next decade. Recording: https://youtu.be/ScBfONNHewg
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Conference: The Twelfth Conference on Applied Linguistics (CONAPLIN 12) Bandung, Indonesia, 1-2 October 2019 We are experiencing rapid development of technological innovation as part of the so called ‘fourth industrial revolution... more
Conference: The Twelfth Conference on Applied Linguistics (CONAPLIN 12) Bandung, Indonesia, 1-2 October 2019 We are experiencing rapid development of technological innovation as part of the so called ‘fourth industrial revolution (Industry 4.0)’. This is having an inevitable impact on the ways in which we teach and support language learners. For example, (1) more sophisticated translation tools are available meaning that people may not consider learning new languages a necessity; (2) resources for language learners are freely available which might mean that they no longer understand the relevance of enrolling in traditional language classes; (3) opportunities for interacting in the target language exist in newly accessible ways whereas in the past, these opportunities may have only existed in language classes. These could be viewed as threats to the language teaching profession, but they could also be viewed as catalysts for change. In this talk, I will argue that the most important thing we do as language educators is promote learner autonomy. Learner autonomy is the ability to learn and re-learn throughout one’s life by understanding the learning process, taking charge of one’s learning, drawing on appropriate resources and strategies, and evaluating one’s own learning development. Autonomous learners have a sense of awareness and control over the learning processes and can manage cognitive, metacognitive, social, and affective factors relevant to them. These are essential skills for navigating the new opportunities and in developing a personalised learning ecology for the coming years. In my presentation, I will share some practical ways in which educators might approach this challenge. These include the provision of advising, curriculum developments, and supportive environments outside the classroom. I will draw on research findings that illustrate how this approach impacts learners’ development of metacognition, and provides enriching ways to engage in a lifelong learning journey.
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Jo Mynard offers a reflective account of some themes and tools that have been instrumental in understanding herself and others better as she navigated the challenges of academic leadership. The author draws upon the literature in... more
Jo Mynard offers a reflective account of some themes and tools that have been instrumental in understanding herself and others better as she navigated the challenges of academic leadership. The author draws upon the literature in leadership and psychology and presents some tools that leaders in academia could use to create their own tools and stories. She shares her reflective narrative as an analytic autoethnography (Anderson, 2006) describing how particular tools had impact on her beliefs about herself as a leader and her identity as a foreign academic in Japan.
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The purpose of this paper is to explore healthy conditions for language learning to occur from theoretical, practical, and neuroscientific perspectives. The paper begins with an overview of the interrelated fields of metacognition, human... more
The purpose of this paper is to explore healthy conditions for language learning to occur from theoretical, practical, and neuroscientific perspectives. The paper begins with an overview of the interrelated fields of metacognition, human motivation, and advising in language learning (ALL). It then presents neuroscientific evidence from the connected fields of self-determination theory, coaching and counselling in order to suggest a research approach that can explore whether ALL stimulates areas of the brain associated with positive affect and emotion self-regulation. The literature still lacks scientific evidence of the effects of ALL on learning, and this paper suggests that neuroscience, combined with qualitative and quantitative psychological methods can address this gap. Mynard, J. (2020). Advising, metacognition, and motivation in language learning: A neuroscientific perspective. 64-45. Pp】研究論文）【2020（第26号 言語科学研究 神田外語大学大学院紀要
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This chapter examines self-access learning and advising, which are two interconnected areas of innovation taking place in language education in Japan. After a brief summary of some key points related to learner autonomy and learning... more
This chapter examines self-access learning and advising, which are two interconnected areas of innovation taking place in language education in Japan. After a brief summary of some key points related to learner autonomy and learning beyond the classroom, the author gives a general overview of self-access and advising. This includes a discussion of how and why self-access and advising are being introduced in Japan, and how self-access in Japan is operationalised. The chapter also explores how colleagues in Japan are innovating in seven areas of self-access: staff development, attracting student users, developing social learning communities, advocating voluntary participation, language policy, space design, and self-access materials. The ‘lessons learned’ sections indicate where future directions for the field lie.
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There are six regular papers and a review in this volume, and we wish to extend our most sincere thanks to the authors for placing their work and trust in the hands of a very recent venture and one that we hope will flourish, grow in... more
There are six regular papers and a review in this volume, and we wish to extend our most sincere thanks to the authors for placing their work and trust in the hands of a very recent venture and one that we hope will flourish, grow in readership and provide a much needed spotlight for works in the field of psychology in language learning.
This volume explores some of the theoretical, empirical, and practical considerations when supporting educators and learners in promoting language learner autonomy. Through six detailed chapters, we look at different aspects of learner... more
This volume explores some of the theoretical, empirical, and practical considerations when supporting educators and learners in promoting language learner autonomy. Through six detailed chapters, we look at different aspects of learner autonomy that support both students and educators as they become more autonomous in their practise. The authors pay special attention to the ‘social turn’ in researching language learner autonomy development and second language acquisition, and focus on the social, interactive and co-dependent nature of the concept. The breadth of research presented provides a more holistic view of learner autonomy, and how many aspects of teaching and learning are connected to this. The volume concludes with a research agenda which draws on the social factors and agency that are likely to be the subject of further work in the coming years. This research agenda aims to inform and inspire the research field, and revisit certain methods, metaphors and terms we have use...
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This paper reports on a forum featuring four presentations on learner autonomy research, all with practical applications. The paper gives an overview of the purpose of the forum, a short summary of each of the presentations, a discussion... more
This paper reports on a forum featuring four presentations on learner autonomy research, all with practical applications. The paper gives an overview of the purpose of the forum, a short summary of each of the presentations, a discussion of some of the main themes and methods, and a summary of the ways in which the forum themes were continued to be investigated through the Q&A session and in follow-up recordings and interviews. The four projects described in the paper are: the role of classroom teachers in fostering out-of-class, autonomous language learning, exploring online peer interaction in social networking sites, examining the relationship between students’ agency and affordances for learning when studying abroad, and investigating learner autonomy in a self-access context from a self-determination theory perspective.
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Each interaction with students, inside or outside the classroom, is an opportunity to promote reflective thinking. In this practical workshop, we look at the theory of reflection in language learning and then see how it can be promoted... more
Each interaction with students, inside or outside the classroom, is an opportunity to promote reflective thinking. In this practical workshop, we look at the theory of reflection in language learning and then see how it can be promoted using one-to-one dialogues. Dialogue can be a powerful tool for helping learners to understand themselves and take charge of their language learning.
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One of our SALC’s aims is to be inclusive of all students who hope to use the resources, facilities, communities and support for language learning–including students in all departments, LGBTQ students, and learners with disabilities or... more
One of our SALC’s aims is to be inclusive of all students who hope to use the resources, facilities, communities and support for language learning–including students in all departments, LGBTQ students, and learners with disabilities or learning differences. We also want to make sure our resources, events and services meet the needs of today’s learners. In this presentation, we share our ongoing efforts and ideas about what we can do to support our mission of inclusion based on insights from a student survey and interviews. We explore the role of SALCs in raising awareness of inclusion in educational institutions.
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The field of self-access has been developing along a trajectory for several decades. From the language labs of the 1970s, through to supporting communicative language learning in the 1980s and project-based learning in the 1990s,... more
The field of self-access has been developing along a trajectory for several decades. From the language labs of the 1970s, through to supporting communicative language learning in the 1980s and project-based learning in the 1990s, accommodating technology enhanced learning in the 2000s, and increasingly supporting social and mobile learning in the 2010s (Mynard, 2016). With each decade, we understand more about how people learn effectively and we incorporate new ideas into the increasingly complex nature of a self-access center. In this talk, I would like to look towards our next phase in the trajectory by drawing on some of the current research and trends which are guiding the process. For the next phase in our journey, we draw increasingly on findings from psychology. To take one example, emotions are now an accepted factor in learning and are known to have a significant influence on the learning experience (Dewaele et al., 2018). We also know that emotions fluctuate over time (Tassinari, 2016), and that both positive and negative emotions are important for sustained learning (Dewaele, 2019; Yamashita, 2015). Research in advising (e.g. Moriya, 2019; Mozzon-McPherson, 2012; Tassinari, 2015, 2016; Tassinari & Cieckanscki, 2013; Valdivia, Mynard & McLoughlin 2012; Yamashita, 2015) and self access (e.g. Shelton-Strong & Mynard, 2018) has explored the role of emotions in supporting learning outside the classroom. Responding to these findings will be one future direction for practitioners and researchers working in the field of self access. In this talk, I will discuss some ways in which learning advisors can tap into learners’ emotions in advising sessions. In addition, I will look more generally at ways in which classrooms and self-access centers can provide opportunities for learners to become aware of their emotions and the effect emotions can have on learning. I will also look at some ways in which learners can exercise control over their emotions through activities that can be done in class, outside of class, alone, or with others. I will conclude by suggesting some potential areas for research and practice in self-access in the next decade.
Recording: https://youtu.be/ScBfONNHewg
Recording: https://youtu.be/ScBfONNHewg
Research Interests:
During this session, the presenters will share a range of tools that can be used to facilitate dialogue and promote reflection on learning. These tools take the form of worksheets and activities which can be used in class or outside class... more
During this session, the presenters will share a range of tools that can be used to facilitate dialogue and promote reflection on learning. These tools take the form of worksheets and activities which can be used in class or outside class to promote learner autonomy. Some examples of the tools include (1) the Confidence Building Diary (Finch, 2004) where students note positive aspects of their language learning in order to build confidence (Shelton-Strong & Mynard, 2018), and The Wheel of Language Learning (Yamashita & Kato, 2012), where students self-evaluate self-directed learning skills and reflect on their current levels of satisfaction for learning. The tools vary in focus; Affective Tools focus on the emotional and motivational side of learning; Cognitive Tools are concerned with strategies and ways to learn; Metacognitive Tools encourage learners to think more deeply about the overall process and progress of their language learning; and Practical Tools help students to document their learning in order to take stock and evaluate their progress (Kato & Mynard, 2016). The tools were developed by learning advisors in a university context in Japan and many have been tried and tested with Japanese learners of English. The presenters encourage participants to examine and try some of the tools during the session and comment on whether they could be used in different contexts with different learners.
Research Interests:
Self-determination theory (SDT; Deci & Ryan, 1987) is a broad framework for the study of human motivation, personality and well-being. Within this framework, there are six mini theories. One of these is Basic Psychological Needs Theory... more
Self-determination theory (SDT; Deci & Ryan, 1987) is a broad framework for the study of human motivation, personality and well-being. Within this framework, there are six mini theories. One of these is Basic Psychological Needs Theory (BPNT) which focuses on the areas of autonomy, competence and relatedness. These enable us to investigate the factors which provide support for autonomous motivation, and which are needed in order to encourage greater engagement of our learners in various learning environments. The presenters describe a research project designed to investigate the extent to which autonomy-supportive conditions exist for fostering English language use in a large self-access learning centre (“the SALC”) in a university in Japan. In order to investigate these conditions, it is necessary to evaluate an environment from multiple perspectives, and although this is an ongoing process that is likely to take several years, the authors begin by exploring the views of the student users, and also the team of learning advisors (LAs) who work full time in the SALC. The research team investigated factors that might contribute to basic psychological needs - autonomy, relatedness and competence - such as how comfortable students felt about using English, whether the environment was conducive in promoting English language use, and how the environment may or may not contribute to a sense of self-determination about language learning. Research methods included interviews with 108 student users of the self-access centre, and results of detailed evaluations of key sections of the SALC undertaken by the LAs. Results indicated that many of the features of the SALC were autonomy supportive in general, but some areas for improving the autonomy-supportive nature of the SALC were highlighted which will lead to further research or action research interventions in the coming months.
Research Interests:
LINK: https://docs.google.com/presentation/d/18QAsWGLDT3a8oV_9PararoZjSEqr2InopHmU1wo1Jaw/edit#slide=id.p Self-access has been a feature of language education for five decades, but the ways in which outside-class support has been... more
LINK: https://docs.google.com/presentation/d/18QAsWGLDT3a8oV_9PararoZjSEqr2InopHmU1wo1Jaw/edit#slide=id.p
Self-access has been a feature of language education for five decades, but the ways in which outside-class support has been offered has shifted significantly in recent years. In this presentation, I take the audience through a brief tour of the evolution of self-access, focussing mainly on contemporary interpretations which focus on opportunities for social and collaborative learning underpinned by sociocultural views. Drawing on recent ethnographic research at my institution (Burke et al., 2018), I explore the notion that identity plays a significant role in the ways in which learners navigate social learning spaces; it influences why students choose to frequent a social space or to avoid it. In addition, the spaces themselves influence the construction of the learners’ identities. Drawing on case study data within a Communities of Practice framework (Wenger, 1998), my colleagues and I were able to see how use and non-use of a space has an impact on identity construction over time. This avenue of enquiry enables me to share some suggestions for educators and learners for providing learning opportunities within social learning spaces that address the needs of different users.
Burke, M., Hooper, D., Kushida, K., Lyon, P., Mynard, J., Sampson, R., & Taw, P. (2018). Observing a social learning space: A summary of an ethnographic project in progress. Relay Journal, 1(1). Retrieved from https://kuis.kandagaigo.ac.jp/relayjournal/issues/jan18/burke_et_al/
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.
Self-access has been a feature of language education for five decades, but the ways in which outside-class support has been offered has shifted significantly in recent years. In this presentation, I take the audience through a brief tour of the evolution of self-access, focussing mainly on contemporary interpretations which focus on opportunities for social and collaborative learning underpinned by sociocultural views. Drawing on recent ethnographic research at my institution (Burke et al., 2018), I explore the notion that identity plays a significant role in the ways in which learners navigate social learning spaces; it influences why students choose to frequent a social space or to avoid it. In addition, the spaces themselves influence the construction of the learners’ identities. Drawing on case study data within a Communities of Practice framework (Wenger, 1998), my colleagues and I were able to see how use and non-use of a space has an impact on identity construction over time. This avenue of enquiry enables me to share some suggestions for educators and learners for providing learning opportunities within social learning spaces that address the needs of different users.
Burke, M., Hooper, D., Kushida, K., Lyon, P., Mynard, J., Sampson, R., & Taw, P. (2018). Observing a social learning space: A summary of an ethnographic project in progress. Relay Journal, 1(1). Retrieved from https://kuis.kandagaigo.ac.jp/relayjournal/issues/jan18/burke_et_al/
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.
Research Interests:
Learning beyond the classroom can be said to be the most powerful kind of learning and this may or may not involve teachers (Benson & Reinders, 2011; Reinders & Benson, 2017). Whereas traditionally, a self-access center was a... more
Learning beyond the classroom can be said to be the most powerful kind of learning and this may or may not involve teachers (Benson & Reinders, 2011; Reinders & Benson, 2017). Whereas traditionally, a self-access center was a semi-controlled environment where educators could provide the resources and support that learners needed, nowadays learners have access to any number of environments and resources. However they choose to engage with target language resources and environments, language learners inevitably need support (Curry & Mynard, 2014). The kind of support depends on the learner, but will always involve dialogue whereby the learners have opportunities “to find and strengthen their learner voices and explore their learner identities” (Karlsson, 2012, p. 188). The actual support may include support in organising their learning, in choosing how to learn and which resources work for them, in reflecting on and evaluating their processes and progress, in finding opportunities to collaborate with others, and in regulating their own motivational and affective states. In this presentation, I will draw upon research and examples of practice in order to suggest ways in which learners might best be supported through dialogue. Although many of these ideas may not be new, it is important to document and disseminate ways in which practitioners and researchers around the world are exploring learner autonomy beyond the classroom. My presentation will include examples of support through dialogue in the following contexts:
1. Language classes.
2. Self-access centers.
3. Self-directed learning courses.
4. Social learning communities
1. Language classes.
2. Self-access centers.
3. Self-directed learning courses.
4. Social learning communities
Research Interests:
Self-access learning centres (SALCs) are being re-situated as social learning environments in which autonomy might be promoted. The ways in which autonomy is promoted varies along a continuum from offering fairly structured self-directed... more
Self-access learning centres (SALCs) are being re-situated as social learning environments in which autonomy might be promoted. The ways in which autonomy is promoted varies along a continuum from offering fairly structured self-directed learning courses, to simply giving learners access to areas where they can decide when and how to use the space for language learning. In this presentation, I will give an overview of the English Lounge which is one social learning space within a SALC in a university in Japan. Although the original purpose of the English Lounge was a place to practice English and develop confidence in a relaxed and informal environment, research indicates that the purpose of the lounge (1) is interpreted differently by different users, (2) plays a positive role in L2 identity construction in some learners, (3) is perceived negatively and is a cause of anxiety for other learners. As the self-access centre has just moved to a new location, it is an ideal time to introduce some interventions while continuing with the research. I will share some insights from questionnaires and interviews indicating how learners perceive the role of the English Lounge and how it contributes to their development of identity and autonomy.
Research Interests:
The field of self-access learning has existed since the 1970s and a typical centre has looked more or less the same for five decades. However, a fundamental shift is occurring which will affect our work in significant ways in the coming... more
The field of self-access learning has existed since the 1970s and a typical centre has looked more or less the same for five decades. However, a fundamental shift is occurring which will affect our work in significant ways in the coming years. Specifically, we are currently experiencing a rapid disruption in how learning environments are imagined. In the past, students had access to classroom instruction and (if they were lucky) a self-access centre which supported outside class learning. This model is now becoming outdated as students have any number of learning environments available to them - both physical and virtual (Benson, 2016; Benson, Chávez Sánchez, McLoughlin, Mynard, & Peña Clavel, 2016). In addition, learning opportunities exist via an increasing number of devices and everyday objects and tools (Reinders, 2016). So what does this mean for our field? Well, although these changes force us to reevaluate our place in language education, they can bring opportunities as well as challenges. In order to accommodate the changing needs of our students in such a rapidly shifting environment, we need to pay particular attention to several elements of self-access learning (Benson et al., 2016; Mynard, 2016). In this talk, I will consider three such elements: Social opportunities, the emotional side of learning, and the development of autonomous learning through our advising and teaching.
References
Benson, P. (2016, August). Language learning beyond the classroom: Access all areas. Presentation given at the 4th International Conference on Self-Access held at the National Autonomous University of Mexico, Mexico City.
Benson, P., Chávez Sánchez, M., McLoughlin, D., Mynard, J., & Peña Clavel, M. (2016). New scenarios in autonomy for foreign language learning: Conference summary and reflections. Studies in Self-Access Learning Journal, 7(3), 287-296. Retrieved from https://sisaljournal.org/archives/sep16/benson_et_al/
Mynard, J. (2016, August). Taking stock and moving forward: Future recommendations for the field of self-access learning. Presentation given at the 4th International Conference on Self-Access held at the National Autonomous University of Mexico, Mexico City.
Reinders, H. (2016, September). The Internet of things. Presentation given at Kanda University of International Studies, Japan.
References
Benson, P. (2016, August). Language learning beyond the classroom: Access all areas. Presentation given at the 4th International Conference on Self-Access held at the National Autonomous University of Mexico, Mexico City.
Benson, P., Chávez Sánchez, M., McLoughlin, D., Mynard, J., & Peña Clavel, M. (2016). New scenarios in autonomy for foreign language learning: Conference summary and reflections. Studies in Self-Access Learning Journal, 7(3), 287-296. Retrieved from https://sisaljournal.org/archives/sep16/benson_et_al/
Mynard, J. (2016, August). Taking stock and moving forward: Future recommendations for the field of self-access learning. Presentation given at the 4th International Conference on Self-Access held at the National Autonomous University of Mexico, Mexico City.
Reinders, H. (2016, September). The Internet of things. Presentation given at Kanda University of International Studies, Japan.
Research Interests:
Research Interests:
As part of a four-year longitudinal study, the researchers present stories from six learners of English at a university in Japan. In their first year at the university, the participants were enrolled in two voluntary self-directed... more
As part of a four-year longitudinal study, the researchers present stories from six learners of English at a university in Japan. In their first year at the university, the participants were enrolled in two voluntary self-directed learning modules offered by the self-access centre. The modules introduced the students to resources and strategies for learning and gave them the opportunity to create and implement a plan of independent study in the language area of their choice. Despite a busy academic and personal schedule, the learners managed to successfully complete two eight-week courses in their first year. The researchers conducted interviews each year to investigate the extent to which the learners still engaged in self-directed learning and how the learners’ motivation and awareness of how they learn has developed over time. This poster will present the voices of the six learners (now in their third year), highlighting critical moments and activities over their university career so far.
Research Interests:
Kanda University of International Studies has offered self-directed language learning (SDLL) modules to support learners’ outside study and promote learner autonomy since 2003. In this short presentation and discussion, the presenters... more
Kanda University of International Studies has offered self-directed language learning (SDLL) modules to support learners’ outside study and promote learner autonomy since 2003. In this short presentation and discussion, the presenters would like to:
- Provide an overview of the modules and their evolution to their current form
- Discuss how the self-directed work such as this could effectively be evaluated
Participants will be invited to share experiences with promoting SDLL at their institutions and contribute to the discussion about how to approach the evaluation of the course or module and of student learning.
Further reading
Lammons, E. (2013). Principles: Establishing the foundation for a self-access curriculum. Studies in Self-Access Learning Journal, 4(4), 353-366. Retrieved from https://sisaljournal.org/archives/dec13/lammons/
Lammons, E. (2014). Ongoing development: Pathways and challenges. Studies in Self-Access Learning Journal, 5(2), 173-177. Retrieved from https://sisaljournal.org/archives/june14/lammons/
Lammons, E., Momata, Y., Mynard, J., Noguchi, J., & Watkins, S. (2016). Developing and piloting an app for managing self-directed language learning: an action research approach. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 342-347). Research-Publishing.net. doi:10.14705/rpnet.2015.000356
Noguchi, J. (2014). Evaluating self-directed learning skills in SALC modules.Studies in Self-Access Learning Journal, 5(2), 153-172. Retrieved from https://sisaljournal.org/archives/june14/noguchi/
Takahashi, K., Mynard, J., Noguchi, J., Sakai, A., Thornton, K., & Yamaguchi, A. (2013). Needs analysis: Investigating students’ self-directed learning needs using multiple data sources. Studies in Self-Access Learning Journal, 4(3), 208-218. Retrieved from https://sisaljournal.org/archives/sep13/takahashi_et_al/
Thornton, K. (2013). A framework for curriculum reform: Re-designing a curriculum for self-directed language learning. Studies in Self-Access Learning Journal, 4(2), 142-153. Retrieved from https://sisaljournal.org/archives/june13/thornton/
Watkins, S., Curry, N., & Mynard, J. (2014). Piloting and evaluating a redesigned self-directed learning curriculum. Studies in Self-Access Learning Journal, 5(1), 58-78. https://sisaljournal.org/archives/mar14/watkins_curry_mynard/
- Provide an overview of the modules and their evolution to their current form
- Discuss how the self-directed work such as this could effectively be evaluated
Participants will be invited to share experiences with promoting SDLL at their institutions and contribute to the discussion about how to approach the evaluation of the course or module and of student learning.
Further reading
Lammons, E. (2013). Principles: Establishing the foundation for a self-access curriculum. Studies in Self-Access Learning Journal, 4(4), 353-366. Retrieved from https://sisaljournal.org/archives/dec13/lammons/
Lammons, E. (2014). Ongoing development: Pathways and challenges. Studies in Self-Access Learning Journal, 5(2), 173-177. Retrieved from https://sisaljournal.org/archives/june14/lammons/
Lammons, E., Momata, Y., Mynard, J., Noguchi, J., & Watkins, S. (2016). Developing and piloting an app for managing self-directed language learning: an action research approach. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 342-347). Research-Publishing.net. doi:10.14705/rpnet.2015.000356
Noguchi, J. (2014). Evaluating self-directed learning skills in SALC modules.Studies in Self-Access Learning Journal, 5(2), 153-172. Retrieved from https://sisaljournal.org/archives/june14/noguchi/
Takahashi, K., Mynard, J., Noguchi, J., Sakai, A., Thornton, K., & Yamaguchi, A. (2013). Needs analysis: Investigating students’ self-directed learning needs using multiple data sources. Studies in Self-Access Learning Journal, 4(3), 208-218. Retrieved from https://sisaljournal.org/archives/sep13/takahashi_et_al/
Thornton, K. (2013). A framework for curriculum reform: Re-designing a curriculum for self-directed language learning. Studies in Self-Access Learning Journal, 4(2), 142-153. Retrieved from https://sisaljournal.org/archives/june13/thornton/
Watkins, S., Curry, N., & Mynard, J. (2014). Piloting and evaluating a redesigned self-directed learning curriculum. Studies in Self-Access Learning Journal, 5(1), 58-78. https://sisaljournal.org/archives/mar14/watkins_curry_mynard/
Research Interests:
Plenary talk at EICA, Mexico City, August 2016. The field of self-access language learning has come a long way since SACs first started to appear in the 1970s. Supporting language learners via self-access centres now spans five decades,... more
Plenary talk at EICA, Mexico City, August 2016.
The field of self-access language learning has come a long way since SACs first started to appear in the 1970s. Supporting language learners via self-access centres now spans five decades, but what have we learned in that time? Many colleagues have actively responded to technological and pedagogical innovations and engaged in research enabling us to better understand our learners, their needs, and how to support them in self-access contexts. In my presentation I would first like to acknowledge the progress we have made so far in the field. This will lead to an expanded definition of self-access learning. I will then propose several recommendations - with practical examples - for the coming years in order for us to build on what we have learned, yet adapt to the changing needs of language learners.
The recommendations will include:
• drawing upon technological advances that impact language learning to leverage them for self-access use,
• increasing the social dimensions of self-access centres,
• further developing our skills and knowledge of advising in language learning,
• considering appropriate names for our facilities.
• focusing on learner-led approaches to running self-access centres,
• paying attention to affective factors related to self-directed learning, and
• evaluating and researching our practice.
The field of self-access language learning has come a long way since SACs first started to appear in the 1970s. Supporting language learners via self-access centres now spans five decades, but what have we learned in that time? Many colleagues have actively responded to technological and pedagogical innovations and engaged in research enabling us to better understand our learners, their needs, and how to support them in self-access contexts. In my presentation I would first like to acknowledge the progress we have made so far in the field. This will lead to an expanded definition of self-access learning. I will then propose several recommendations - with practical examples - for the coming years in order for us to build on what we have learned, yet adapt to the changing needs of language learners.
The recommendations will include:
• drawing upon technological advances that impact language learning to leverage them for self-access use,
• increasing the social dimensions of self-access centres,
• further developing our skills and knowledge of advising in language learning,
• considering appropriate names for our facilities.
• focusing on learner-led approaches to running self-access centres,
• paying attention to affective factors related to self-directed learning, and
• evaluating and researching our practice.
Research Interests:
Students at the presenters’ institution have had the opportunity to take non-credit, self-directed learning modules offered by the Self-Access Learning Centre (SALC). From April 2015, the students were able to choose either the paper... more
Students at the presenters’ institution have had the opportunity to take non-credit, self-directed learning modules offered by the Self-Access Learning Centre (SALC). From April 2015, the students were able to choose either the paper version or a custom-made app version of the module. The research team is engaged in evaluating the app from different perspectives, including collecting learner feedback via questionnaires and interviews. The presenters will demonstrate the ways in which students engaged with the technology. In addition, they will share extracts from the data where students raised benefits and challenges of the technology for their learning experience.
Research Interests:
Most learning takes place outside the classroom (Benson & Reinders, 2011; Reinders & Benson, forthcoming), and as educators we have a responsibility to help our learners to develop an awareness of and capacity to take charge of their own... more
Most learning takes place outside the classroom (Benson & Reinders, 2011; Reinders & Benson, forthcoming), and as educators we have a responsibility to help our learners to develop an awareness of and capacity to take charge of their own language learning. Technology could now be argued to have a mostly normalised role (Bax, 2003) in providing learners with opportunities to study and practice a target language. However, we still have much to learn about the role that technology might play in helping learners to manage their own learning and to become autonomous and self-directed language learners. I will briefly outline what is meant by self-directed language learning SDLL and what skills are needed in order for learners to be able to develop a capacity for lifelong learner autonomy (Benson, 2011). I will then take a look at ways in which learners can draw upon technology tools in order to combine language study, language practice, and learning self-management to reach their language goals. In order for us to achieve true convergence, more research into technology-supported SDLL is needed. Drawing on an ongoing action research project at my own institution where my colleagues and I have produced, implemented, and are currently evaluating a custom-made app for managing self-directed language learning, I will introduce a model for researching and evaluating the effectiveness of technology-supported SDLL.
References
Bax, S. (2003). CALL: Past, present, and future. System, 31(1), 13 28.
Benson, P. (2011). Teaching and researching autonomy. Harlow, UK: Pearson Education.
Benson, P., & Reinders, H. (Eds.) (2011). Beyond the language classroom. Basingstoke, UK: Palgrave Macmillan.
Reinders, H., & Benson, P. (forthcoming, 2017). Language learning beyond the classroom: A research agenda. Language Teaching.
References
Bax, S. (2003). CALL: Past, present, and future. System, 31(1), 13 28.
Benson, P. (2011). Teaching and researching autonomy. Harlow, UK: Pearson Education.
Benson, P., & Reinders, H. (Eds.) (2011). Beyond the language classroom. Basingstoke, UK: Palgrave Macmillan.
Reinders, H., & Benson, P. (forthcoming, 2017). Language learning beyond the classroom: A research agenda. Language Teaching.
Research Interests:
Why do some learners continue to engage in self-sustaining, self-directed learning activities under their own volition where others do not? Drawing on a study conducted over a two-year period in a university self-access centre in Japan, I... more
Why do some learners continue to engage in self-sustaining, self-directed learning activities under their own volition where others do not? Drawing on a study conducted over a two-year period in a university self-access centre in Japan, I will show patterns of motivation for learning English over time. The participants were enrolled in voluntary self-directed learning modules which involved introducing them to some tools for understading and managing their learning, and then giving the the opportunity to create and follow their own curriculum. Data for the research were taken from the students' weekly reflective journals, end of module surveys, and interviews. The findings shed light on ways in which the participants sustained their motivation to continue and the results provide insights for other learners.
Research Interests:
Paper-based tools such as self-evaluation activities, learning plans, reflective journals and learning logs are commonplace for managing self-directed language learning (SDLL). Such tools not only promote ownership over learning and... more
Paper-based tools such as self-evaluation activities, learning plans, reflective journals and learning logs are commonplace for managing self-directed language learning (SDLL). Such tools not only promote ownership over learning and provide a sense of achievement to learners, but they also promote reflection and raise awareness of learning processes. Paper-based tools (‘modules’) for SDLL have been used successfully at a small university in Japan since 2003, but with the gradual introduction of student-owned iPads, the time is right to explore how technology tools have the potential to enhance the SDLL experience for learners. This poster presentation outlines the process of working with an app development company to convert the paper-based modules into an iPad app. Using an action research approach to systematically gather and analyse ongoing input from users, the presenters share their experiences and findings from the pre-pilot and pilot phases of the project. The presenters share the successes and challenges and show participants both the paper and app versions of the SDLL modules.
Research Interests:
It is widely acknowledged that motivation is a crucial indicator for success in language learning and that it is helpful if learners are able to manage their own affective and motivational states (Oxford, 2011). This study examines the... more
It is widely acknowledged that motivation is a crucial indicator for success in language learning and that it is helpful if learners are able to manage their own affective and motivational states (Oxford, 2011). This study examines the affective states of 50 Japanese freshman learners of English at a university in Japan. The participants were enrolled on a voluntary self-directed learning module offered by the self-access centre, which aimed to introduce the learners to resources and strategies for learning and to give them the opportunity to create and implement a plan of independent study in the language area of their choice. Despite a busy academic and personal schedule, the learners managed to successfully complete the eight-week course and the researchers investigate the emotional states of the learners during that time. Data from students’ weekly written reflections and follow-up interviews were analysed in order to shed light on ways in which the participants sustained their motivation to continue. The findings will allow the researchers to help other learners struggling to maintain sufficient motivation to continue learning in a self-directed way.
Research Interests:
Advising in language learning can be defined as the way in which an educator works with an individual in order to help him or her to become an autonomous language learner (Carson & Mynard, 2012). An autonomous language learner is a person... more
Advising in language learning can be defined as the way in which an educator works with an individual in order to help him or her to become an autonomous language learner (Carson & Mynard, 2012). An autonomous language learner is a person who has a deep level of awareness of learning processes and is in charge of his or her learning. Advising stimulates reflective processes and can lead to shifts in thinking and increased autonomy. There may be a degree of overlap in how teachers and learning advisors promote autonomy inside and outside the classroom, but there are also some differences. The advising role calls upon specialist practices, skills and discourses that are distinct from teaching. The presenter will describe the roles in terms of aims, practices, skills, discourses and locations, and show how both native and non-native speakers of the target language have an important role to play in fostering learner autonomy.
Research Interests:
There may be numerous ways in which learners can be involved in self-access, and in this presentation I will discuss three of them (see Mynard, 2011). Firstly, by learners can be involved in monitoring their own self-directed learning.... more
There may be numerous ways in which learners can be involved in self-access, and in this presentation I will discuss three of them (see Mynard, 2011). Firstly, by learners can be involved in monitoring their own self-directed learning. Secondly, learners can be emotionally involved and invested in their learning. Thirdly, learners can be involved in actually running a self-access centre. I will give examples for each of these ways. With regards to the first way, monitoring self-directed learning, this necessitates the need for some tools, training and support, so I will touch on how these can be made available to learners. In terms of the second example, emotional involvement, I will look at the importance of affective factors in self-access and how learners can be supported emotionally in a self-access context. Finally, I will look at the concept of ‘Self-Access 2.0’ (Manning, 2013) whereby – as with Web 2.0 – learners are not simply recipients of materials, resources and support made available in a self-access centre; instead, learners themselves contribute significantly by creating and sharing content; organising events; conducting action research in order to improve a centre; and supporting other learners. These learner-driven endeavours may require a shift in mindset on the part of professionals working in self-access in order to ensure that learners are able to contribute in meaningful ways.
References
Manning, C. (2013). Initiating support for self-access learning. Paper presented at the Directions in Self-Access learning Symposium held at Kanda University of International Studies, Japan, October 19th 2013. Retrieved from: http://salcsymposium2013.com/presenters/craig-manning/
Mynard, J. (2011). Editorial: Special issue on learner involvement in self-access. Studies in Self-Access Learning Journal, 2(2), 48-50. http://sisaljournal.org/archives/jun11/editorial/
References
Manning, C. (2013). Initiating support for self-access learning. Paper presented at the Directions in Self-Access learning Symposium held at Kanda University of International Studies, Japan, October 19th 2013. Retrieved from: http://salcsymposium2013.com/presenters/craig-manning/
Mynard, J. (2011). Editorial: Special issue on learner involvement in self-access. Studies in Self-Access Learning Journal, 2(2), 48-50. http://sisaljournal.org/archives/jun11/editorial/
Research Interests:
Paper presented at PALT Pilipinas, Cebu, December 7th, 2013. http://www.paltpilipinas.org This paper investigates the role affect plays in the self-directed learning process. The term “affect” in language learning covers learners’... more
Paper presented at PALT Pilipinas, Cebu, December 7th, 2013. http://www.paltpilipinas.org
This paper investigates the role affect plays in the self-directed learning process. The term “affect” in language learning covers learners’ emotions, feelings, and attitudes and the way these influence motivation (Dörnyei, 2001; Hurd, 2008). By regulating one’s affect through the use of affective strategies, learners can achieve a greater degree of control over learning outcomes (Benson, 2011). The presenters provide a literature review interwoven with a description of how affective factors are attended to in self-directed learning at a university near Tokyo in Japan, the authors draw upon data from research studies where affective aspects of such learning were investigated. Data were collected in the form of reflective journals written by students on their self directed work, and written comments in response to this work provided each week by learning advisors. Data were also collected from follow-up interviews with six learners and three learning advisors and the researchers conducted a grounded analysis of the data. The research investigated the ways in which comments made by learning advisors attended to affective factors and motivated the learners. Although learning advisors’ comments focus on cognitive, metacognitive and sociocultural-interactive and affective aspects of learning (Mynard, 2010; Thornton & Mynard, 2011), this study focuses on comments designed to motivate and encourage the learners. The data identified six ways in which written comments from learning advisors motivated and encouraged learners. The authors conclude with suggestions for other educators supporting learners in a self-directed learning context.
Presenters
Dr. David McLoughlin, School of Global Japanese Studies, Meiji University, Tokyo, Japan, dmcl_35@hotmail.com
Dr. Jo Mynard, English Language Institute, Kanda University of International Studies, Japan
This paper investigates the role affect plays in the self-directed learning process. The term “affect” in language learning covers learners’ emotions, feelings, and attitudes and the way these influence motivation (Dörnyei, 2001; Hurd, 2008). By regulating one’s affect through the use of affective strategies, learners can achieve a greater degree of control over learning outcomes (Benson, 2011). The presenters provide a literature review interwoven with a description of how affective factors are attended to in self-directed learning at a university near Tokyo in Japan, the authors draw upon data from research studies where affective aspects of such learning were investigated. Data were collected in the form of reflective journals written by students on their self directed work, and written comments in response to this work provided each week by learning advisors. Data were also collected from follow-up interviews with six learners and three learning advisors and the researchers conducted a grounded analysis of the data. The research investigated the ways in which comments made by learning advisors attended to affective factors and motivated the learners. Although learning advisors’ comments focus on cognitive, metacognitive and sociocultural-interactive and affective aspects of learning (Mynard, 2010; Thornton & Mynard, 2011), this study focuses on comments designed to motivate and encourage the learners. The data identified six ways in which written comments from learning advisors motivated and encouraged learners. The authors conclude with suggestions for other educators supporting learners in a self-directed learning context.
Presenters
Dr. David McLoughlin, School of Global Japanese Studies, Meiji University, Tokyo, Japan, dmcl_35@hotmail.com
Dr. Jo Mynard, English Language Institute, Kanda University of International Studies, Japan
Research Interests:
Self-access learning began to develop as a component of language teaching in Europe in the 1970s. Since then, although self-access centres have been introduced in institutions around the world, we are still discovering the factors that... more
Self-access learning began to develop as a component of language teaching in Europe in the 1970s. Since then, although self-access centres have been introduced in institutions around the world, we are still discovering the factors that contribute to successful self-access learning. The presenter will show how self-access support has evolved since the 1970s, discuss some of the factors which contribute to successful self-access learning, and show how institutions are supporting learners as the field evolves.
Slides and recording: http://salcsymposium2013.wordpress.com/presentations/jo-mynard/
Slides and recording: http://salcsymposium2013.wordpress.com/presentations/jo-mynard/
Research Interests:
In this presentation I will focus on how interactive technology tools might promote learner autonomy. I will briefly define what I mean by learner autonomy and give some examples of interactive technology tools, i.e. tools which provide... more
In this presentation I will focus on how interactive technology tools might promote learner autonomy. I will briefly define what I mean by learner autonomy and give some examples of interactive technology tools, i.e. tools which provide opportunities for interaction, reflection and experimentation with language. I will then look at how such tools promote cognitive and metacognitive awareness, and also how they develop social presence. There will be opportunities to discuss ways in which teachers can incorporate such activities into classroom activities in order to maximise learning opportunities.
Research Interests: Learner Autonomy and CALL
What is advising? Advising in language learning can be defined as the way in which an educator works with an individual in order to help him or her to become an autonomous language learner (Carson & Mynard, 2012). An autonomous... more
What is advising?
Advising in language learning can be defined as the way in which an educator works with an individual in order to help him or her to become an autonomous language learner (Carson & Mynard, 2012). An autonomous language learner is a person who has a deep level of awareness of the cognitive, metacognitive and socio-affective domains and is in charge of his or her learning. An advisor promotes autonomy by working with the learner on personal aspects of his or her learning at the stage which he or she is at in the process. Usually the interaction between
an advisor and a learner takes the form of a one-to-one meeting, but it can also be effective as group advising (Wilkinson, 2013), written advising (Thornton & Mynard, 2012), peer advising (Everhard, 2012; Kao, 2012) or a combination of all four. The advisor takes the lead from the learners and helps them to reflect and reach a deeper understanding of the learning process.
How is advising different from teaching?
Many teachers are already concerned with promoting learner autonomy and there is certainly a degree of overlap between teaching and advising. However, there are some differences in the role in terms of aims, practices, skills, discourses, and location (Carson & Mynard, 2012). As the aim of advising is to promote language learner autonomy, the role calls upon specialist practices, skills and discourses that are distinct from teaching. Reflective dialogue and co-construction of knowledge are key underpinning concepts in the field. In addition, advising usually (although, not always) takes place outside class and takes the learners’ needs as a starting point regardless of the goals of a curriculum.
Advising skills, practices and discourses
Advising is a developing field and is appropriating discourses and practices from other more established fields such as language teaching, personal counselling, coaching and advising in other professions. Language learning advisors help students to focus on the learning process rather than the content of the language being learned and this is done by a variety of what are often known as “skills”. These include reflective listening, paraphrasing, summarising and asking questions which encourage deep reflection on the learning process. This process can be aided by cognitive tools such as logbooks, learning plans, diaries and visual models (Yamaguchi et. al, 2012). Through the use of dialogue and tools, a learning advisor can help learners to negotiate all aspects of the learning process appropriate to the stage of awareness that they are at.
Advising in language learning can be defined as the way in which an educator works with an individual in order to help him or her to become an autonomous language learner (Carson & Mynard, 2012). An autonomous language learner is a person who has a deep level of awareness of the cognitive, metacognitive and socio-affective domains and is in charge of his or her learning. An advisor promotes autonomy by working with the learner on personal aspects of his or her learning at the stage which he or she is at in the process. Usually the interaction between
an advisor and a learner takes the form of a one-to-one meeting, but it can also be effective as group advising (Wilkinson, 2013), written advising (Thornton & Mynard, 2012), peer advising (Everhard, 2012; Kao, 2012) or a combination of all four. The advisor takes the lead from the learners and helps them to reflect and reach a deeper understanding of the learning process.
How is advising different from teaching?
Many teachers are already concerned with promoting learner autonomy and there is certainly a degree of overlap between teaching and advising. However, there are some differences in the role in terms of aims, practices, skills, discourses, and location (Carson & Mynard, 2012). As the aim of advising is to promote language learner autonomy, the role calls upon specialist practices, skills and discourses that are distinct from teaching. Reflective dialogue and co-construction of knowledge are key underpinning concepts in the field. In addition, advising usually (although, not always) takes place outside class and takes the learners’ needs as a starting point regardless of the goals of a curriculum.
Advising skills, practices and discourses
Advising is a developing field and is appropriating discourses and practices from other more established fields such as language teaching, personal counselling, coaching and advising in other professions. Language learning advisors help students to focus on the learning process rather than the content of the language being learned and this is done by a variety of what are often known as “skills”. These include reflective listening, paraphrasing, summarising and asking questions which encourage deep reflection on the learning process. This process can be aided by cognitive tools such as logbooks, learning plans, diaries and visual models (Yamaguchi et. al, 2012). Through the use of dialogue and tools, a learning advisor can help learners to negotiate all aspects of the learning process appropriate to the stage of awareness that they are at.
Research Interests:
In this presentation I provide some practical ideas for enhancing the learner-controlled discourse of learning by drawing on technology tools. I highlight the use of some technology tools which provide opportunities for interaction,... more
In this presentation I provide some practical ideas for enhancing the learner-controlled discourse of learning by drawing on technology tools. I highlight the use of some technology tools which provide opportunities for interaction, reflection and experimentation with language and facilitate the development of cognitive and metacognitive awareness. I will show how activities such as interacting through real time text in chat rooms, contributing to online discussion forums and blogging have been used meaningfully by language learners. Social networking sites can add a further social dimension to activities by enhancing the community of practice and collaborative opportunities for learners to exchange ideas and reflect more deeply on the learning process. I will discuss ways in which teachers can incorporate such activities into classroom activities in order to maximise learning opportunities.
Research Interests: Learner Autonomy and CALL
Discover fun and effective ways for using Twitter in your classroom. Explore three ways in which Twitter can be used as a language learning tool: (1) for language awareness (2) for research (3) for communication. With the use of iPads,... more
Discover fun and effective ways for using Twitter in your classroom. Explore three ways in which Twitter can be used as a language learning tool: (1) for language awareness (2) for research (3) for communication. With the use of iPads, participants will have the opportunity to try out three short tasks for themselves.
Explore effective uses of tools such as Messenger, Skype or other chat programmes. Discover how these can help your students practice their language skills in a meaningful way and develop a sense of autonomy over the language learning... more
Explore effective uses of tools such as Messenger, Skype or other chat programmes. Discover how these can help your students practice their language skills in a meaningful way and develop a sense of autonomy over the language learning process. Participants joining this session will have the chance to also try out two activities for themselves live on iPads.
Do online tools such as chat, blogs, online forums and social networking sites help students to learn or are they just distractions? In this presentation, I discuss the role such tools have in learning by drawing on constructivist and... more
Do online tools such as chat, blogs, online forums and social networking sites help students to learn or are they just distractions? In this presentation, I discuss the role such tools have in learning by drawing on constructivist and sociocultural perspectives. I discuss ways in which a teacher might incorporate technology tools into a classroom in order to provide opportunities for the activation of deeper-level thinking and awareness-raising of the cognitive and metacognitive learning processes. In order to support these assertions, I draw on a number of research studies which show how technology tools can stimulate reflective processes, for example, by using synchronous tools such as internet chat, and also asynchronous tools such as blogs, forums and social networking sites. I will suggest that the various tools afford opportunities for learners to not only amplify their own understandings of concepts, but also to co-construct and reconstruct them through interaction with others. Technology tools provide ample opportunities for interaction with others which is fundamental for learning.
In this session, the presenters explore the nature of the written dialogue between learning advisors and language learners and discuss the importance of this kind of dialogue for the development of learner autonomy. By analysing comments... more
In this session, the presenters explore the nature of the written dialogue between learning advisors and language learners and discuss the importance of this kind of dialogue for the development of learner autonomy. By analysing comments written by learning advisors on students’ work in two different self-directed learning modules over a one-semester period, the researchers identify patterns of written advising which they will share during the presentation. The different approaches that advisors take and specific strategies that they use in written format to interact with students will be presented and discussed.
The presenters will provide a description of an ongoing action research project at a self-access learning centre (SALC) at a university in Japan. Technology has played an increasingly vital role in self-access learning over the past... more
The presenters will provide a description of an ongoing action research project at a self-access learning centre (SALC) at a university in Japan. Technology has played an increasingly vital role in self-access learning over the past twenty years or so, yet little research has been conducted into learners’ actual use of the technology both for self-directed learning and as part of everyday life.
Previous research has mainly looked at resource availability in a self-access setting (see for example, Lázaro and Reinders, 2007) or has evaluated the strengths and weaknesses of various technology tools (for example, Ruiz Madrid, 2006; Mynard, 2009). The present research is mainly concerned with how students are actually using technology outside the classroom. Results will be used to inform priorities for future support and resource allocation.
In the presentation, the researchers will share findings of a qualitative research study involving a questionnaire and interviews with self-access centre users. These findings include data on the most popular technology tools used by student self-access centre users, methods through which they sought support, how they discovered new tools, and their preferences for technology use.
Steps being implemented based on these findings will be shared and might be of interest to educators involved in providing self-access or out of class support for learners at other institutions. These include: raising awareness of the materials, improving support through both formal and informal methods, developing materials based on students’ patterns of use, and making more strategic purchasing decisions.
Broader implications of the research are that technology deployment and support can be improved by focusing careful attention is on the students served by a particular self-access center. The researchers draw on Coghlan and Brannick’s (2010) spiral model of action research to emphasise the ongoing nature of the work and to continue to focus on the users’ needs.
Previous research has mainly looked at resource availability in a self-access setting (see for example, Lázaro and Reinders, 2007) or has evaluated the strengths and weaknesses of various technology tools (for example, Ruiz Madrid, 2006; Mynard, 2009). The present research is mainly concerned with how students are actually using technology outside the classroom. Results will be used to inform priorities for future support and resource allocation.
In the presentation, the researchers will share findings of a qualitative research study involving a questionnaire and interviews with self-access centre users. These findings include data on the most popular technology tools used by student self-access centre users, methods through which they sought support, how they discovered new tools, and their preferences for technology use.
Steps being implemented based on these findings will be shared and might be of interest to educators involved in providing self-access or out of class support for learners at other institutions. These include: raising awareness of the materials, improving support through both formal and informal methods, developing materials based on students’ patterns of use, and making more strategic purchasing decisions.
Broader implications of the research are that technology deployment and support can be improved by focusing careful attention is on the students served by a particular self-access center. The researchers draw on Coghlan and Brannick’s (2010) spiral model of action research to emphasise the ongoing nature of the work and to continue to focus on the users’ needs.
This paper reports on work being carried out at a university in Japan where learners take optional, self-study, individual modules offered by the self-access centre. These modules aim to provide learners with the tools, skills and... more
This paper reports on work being carried out at a university in Japan where learners take optional, self-study, individual modules offered by the self-access centre. These modules aim to provide learners with the tools, skills and awareness to effectively direct their own course of language learning and develop autonomous learning habits. The modules also provide students with opportunities to individualise their learning and supplement the work that they do in class. After creating a personal learning plan, learners submit weekly written accounts of their work along with examples and reflections to their learning advisor. Their advisor responds with weekly comments during the eight week independent study period. This paper reports on a two-phase study which investigates (1) the type of written feedback and advice that learning advisors give to learners, and (2) the learners’ reactions to the written feedback and advice. The aim of the research is to understand more about the complex processes involved in completing a course of independent study. The study investigates cognitive, metacognitive, affective factors and the social dimensions involved in ongoing successful independent study. The study looks at how (if at all) comments from learning advisors affect the learning process. The results highlight some implications for the development of autonomy through self-study modules and in particular shed light on the type of written advice that is most effective at promoting autonomy and sustaining learner motivation.
Abstract I will begin by briefly describing some of the optional self-directed learning modules that students can take through the Self-Access Learning Centre (SALC) at my university in Japan.I will then present the results of a... more
Abstract
I will begin by briefly describing some of the optional self-directed learning modules that students can take through the Self-Access Learning Centre (SALC) at my university in Japan.I will then present the results of a two-phase research project which investigated the following
questions:
(1) What types of written comments do learning advisors give to learners?
(2) How do the comments affect learners’ cognitive and metacognitive development?
The results indicate that comments made by learning advisors on module work stimulate deep reflection and activate cognitive and metacognitive processes. The results also highlight the
importance of affective and social factors in self-directed learning courses.
I will begin by briefly describing some of the optional self-directed learning modules that students can take through the Self-Access Learning Centre (SALC) at my university in Japan.I will then present the results of a two-phase research project which investigated the following
questions:
(1) What types of written comments do learning advisors give to learners?
(2) How do the comments affect learners’ cognitive and metacognitive development?
The results indicate that comments made by learning advisors on module work stimulate deep reflection and activate cognitive and metacognitive processes. The results also highlight the
importance of affective and social factors in self-directed learning courses.
About the SALC at Kanda University
Advising service
The SALC modules
Evaluating learning
Advising service
The SALC modules
Evaluating learning
The presenter describes three learning environments used to facilitate a “Computer Assisted Language Learning” course for third year university students majoring in English. The aim of the course was to raise students’ awareness of... more
The presenter describes three learning environments used to facilitate a “Computer Assisted Language Learning” course for third year university students majoring in English. The aim of the course was to raise students’ awareness of various technology-based tools for language learning, and also to enable students critically evaluate their own language learning needs and select appropriate methods and tools.
The first environment was the classroom where various computer-based tools were introduced, explored and critically examined by the students. The second learning environment was Moodle which was used to manage the course and provide links, grades and structure. Thirdly, In order to facilitate more interactivity, an online social networking site, Ning, was also used as an integral part of the course.
The presenter discusses how a combination of the three learning environments enabled the students to critically evaluate their own language learning needs, select appropriate resources and engage in ongoing reflection and discussion about the tools they chose. The presenter will highlight some of the main strengths of the two online learning environments and some of the limitations. Extracts from students’ online interactions where they discuss and reflect on their learning activities will be shown.
The first environment was the classroom where various computer-based tools were introduced, explored and critically examined by the students. The second learning environment was Moodle which was used to manage the course and provide links, grades and structure. Thirdly, In order to facilitate more interactivity, an online social networking site, Ning, was also used as an integral part of the course.
The presenter discusses how a combination of the three learning environments enabled the students to critically evaluate their own language learning needs, select appropriate resources and engage in ongoing reflection and discussion about the tools they chose. The presenter will highlight some of the main strengths of the two online learning environments and some of the limitations. Extracts from students’ online interactions where they discuss and reflect on their learning activities will be shown.
This paper reports on work being carried out at a university in Japan where learners take optional, self-study modules offered by the self-access centre. These modules provide students with opportunities to individualise their learning... more
This paper reports on work being carried out at a university in Japan where learners take optional, self-study modules offered by the self-access centre. These modules provide students with opportunities to individualise their learning and supplement the work that they do in class. They also provide a framework for students to develop autonomous learning habits and to understand more about the cognitive and metacognitive processes involved in language learning. Throughout the modules, students work with their learning advisor to create an eight week independent learning plan. The learners then implement the plan and reflect on their activities and progress each week by submitting details of the work along with their reflections in written form to their learning advisor. The learning advisor provides weekly feedback to the learners during the eight week independent study period. This paper provides details of these modules and also an analysis of the types of written comments that learning advisors give to students during the period of independent study. This is the first part of a two-phase study investigating the cognitive, metacognitive and affective factors involved in the independent learning process and the effect that comments have on learning.
Research Interests:
The approach to advising language learners in the self-access centre at Kanda University of International Studies draws on constructivist and sociocultural theoretical frameworks and emphasizes the importance of dialogue, tools and... more
The approach to advising language learners in the self-access centre at Kanda University of International Studies draws on constructivist and sociocultural theoretical frameworks and emphasizes the importance of dialogue, tools and context. Tools such as visual models, learning plans, interactive diaries, reflective tasks, learner autobiographies, shared reflections and portfolios of work facilitate the advising process in a number of ways. Firstly, these advising tools are particularly useful when advising in the learner’s second language as they not only reduce the cognitive load, but also scaffold the dialogue. Secondly, they can serve to prepare the learner for face-to-face advising by facilitating deeper-level thought and orienting the learner to the advising process. Thirdly, tools that provide opportunities for reflection engage the learner in deeper cognitive and metacognitive thought during stages of self-study. This can then be discussed in more detail during a follow-up advising session whereby the advisor can help to promote further awareness. This poster will showcase some examples of these tools and the presenters will discuss how they are used in practice in order to facilitate the advising process and promote learner autonomy in language learners.
Summary (to appear in the conference booklet)
Tools such as visual models, learning plans, interactive diaries, reflective tasks, learner autobiographies, shared reflections and portfolios of work facilitate the advising process by supporting dialogue in a number of ways. This poster will showcase some examples of these tools and the presenters will discuss how they are used in practice in order to facilitate the language advising process and promote learner autonomy in language learners.
Summary (to appear in the conference booklet)
Tools such as visual models, learning plans, interactive diaries, reflective tasks, learner autobiographies, shared reflections and portfolios of work facilitate the advising process by supporting dialogue in a number of ways. This poster will showcase some examples of these tools and the presenters will discuss how they are used in practice in order to facilitate the language advising process and promote learner autonomy in language learners.
Research Interests:
Advising in language learning is defined as the process of assisting students in directing their own paths in order to become better, more autonomous language learners (Carson & Mynard, forthcoming). Depending on the context, the process... more
Advising in language learning is defined as the process of assisting students in directing their own paths in order to become better, more autonomous language learners (Carson & Mynard, forthcoming). Depending on the context, the process of advising is likely to incorporate functions such as the following: raising awareness of the language learning process, guiding learners and helping them to identify goals, suggesting suitable materials and strategies by offering choices (rather than prescribing activities), motivating, supporting and encouraging self-directed learners, helping learners to self-evaluate and reflect on their learning, assisting students in discovering how they best learn, and actively listening to learners, helping them to talk through their own problems
Although many of these functions may be at times performed by teachers, the presenter will describe the need for the separate role of a learning advisor. For example, language teachers tend to focus on covering language functions according to a syllabus. Depending on the syllabus and class size, this might not necessarily leave space for adequate individualized advising opportunities. A learning advisor, on the other hand tends to work outside the classroom (usually in a self-access centre) and is available to work with individual learners on their needs (which may not necessarily be the same as the aims of the language course). Ideally the learner and the advisor become partners in the advising process (Karlsson, 2008). Identifying needs and possible courses of action is co-constructed through negotiation and interaction rather than taught or prescribed by an expert (Mozzon-McPherson 2001).
In order to effectively promote autonomy, learning advisors need to consider the rate and readiness of the individual learner to take responsibility. A skilled learning advisor should also be able to provide the appropriate amount of support for each individual. Learning advisors draw on various tools to facilitate the process. Tools may include activities such as a needs analysis task, a learning plan, a progress chart or a motivation graph. A combination of dialogue, tools and contextual factors guide the advising process (Mynard, forthcoming).
Although many of these functions may be at times performed by teachers, the presenter will describe the need for the separate role of a learning advisor. For example, language teachers tend to focus on covering language functions according to a syllabus. Depending on the syllabus and class size, this might not necessarily leave space for adequate individualized advising opportunities. A learning advisor, on the other hand tends to work outside the classroom (usually in a self-access centre) and is available to work with individual learners on their needs (which may not necessarily be the same as the aims of the language course). Ideally the learner and the advisor become partners in the advising process (Karlsson, 2008). Identifying needs and possible courses of action is co-constructed through negotiation and interaction rather than taught or prescribed by an expert (Mozzon-McPherson 2001).
In order to effectively promote autonomy, learning advisors need to consider the rate and readiness of the individual learner to take responsibility. A skilled learning advisor should also be able to provide the appropriate amount of support for each individual. Learning advisors draw on various tools to facilitate the process. Tools may include activities such as a needs analysis task, a learning plan, a progress chart or a motivation graph. A combination of dialogue, tools and contextual factors guide the advising process (Mynard, forthcoming).
Research Interests:
After establishing a journal, it is important to continue to monitor its progress to ensure that the principles that underpin its existence continue to be a priority. In this article, the authors report on measures that were used to... more
After establishing a journal, it is important to continue to monitor its progress to ensure that the principles that underpin its existence continue to be a priority. In this article, the authors report on measures that were used to evaluate the success of two journals published at Kanda University of International Studies, Japan. PeerSpectives and Studies in Self-Access Learning (SiSAL) Journal are two open-access, peer-reviewed journals that were established in 2008 and 2010 respectively. Both journals value diversity, accessibility and quality, so the research was designed to investigate these three principles. The results identified some successful factors such as accessibility and favourable perceptions with relation to quality. However, the results also identified areas that could be improved to further increase diversity and to encourage submissions from more authors based outside Japan. // Citation info: Murphey, T., & Mynard, J. (2014). An Evaluation of the Success of Open-access, Peer-reviewed Journals, 24, p. 63-92.
Research Interests:
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... 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.
Research Interests:
As part of a four-year longitudinal study, the researchers investigate how learners of English at a university in Japan sustain their motivation to engage in self-directed study outside of class. Interview data are analysed drawing on the... more
As part of a four-year longitudinal study, the researchers investigate how learners of English at a university in Japan sustain their motivation to engage in self-directed study outside of class. Interview data are analysed drawing on the theoretical models of the self-regulation of motivation (SRM) model (Sansone, 2009; Sansone & Thoman, 2005) and research in the area of interest development (Hidi & Renninger, 2006). Results show that participants have goals-defined motivation, experience defined motivation or a combination of the two. Different phases of participants' development of interest are also evident in the case study data.
Research Interests:
In this paper, the authors will give an overview of a course that helps learners to develop self-directed learning skills, focusing specifically on the ways in which the course addresses the affective dimensions of learning. Numerous... more
In this paper, the authors will give an overview of a course that helps learners to develop self-directed learning skills, focusing specifically on the ways in which the course addresses the affective dimensions of learning. Numerous studies have shown that the affective state is one the most important aspects of learning, yet least understood by students. Developing an awareness and control of affective factors is approached in several ways at the authors’ institution. For example, the course incorporates activities designed to raise awareness of affective factors while also engaging learners in social interaction with others; individual advising sessions often focus on feelings and psychological factors; a guided reflective journal asks learners to monitor their motivation and emotions; and the self-access centre provides affective support in the form of worksheets and leaflets. This paper will include a focus on examples of course activities and students’ work, followed by a discussion of the effectiveness and challenges of the practical interventions.
Research Interests:
In this era of technological advancement, learners have access to increasingly more resources and opportunities for language learning. Classroom practices need to take these advancements into consideration, so promoting learner autonomy... more
In this era of technological advancement, learners have access to increasingly more resources and opportunities for language learning. Classroom practices need to take these advancements into consideration, so promoting learner autonomy is more important than ever. In this workshop, we will look at reflective dialogue as a tool for promoting learner autonomy. Recently, there has been a lot of interest in ‘advising in language learning’, which is normally a one-to-one dialogue, occurring outside the classroom between a learner and a trained learning advisor (Kato & Mynard, 2016). The purpose of advising is to promote language learner autonomy, and the field draws on theoretical models from educational psychology, coaching, and counselling, which means it is person-centred, non-judgmental and supportive in nature. In this practical workshop, we will unpack some of the core principles and practices of advising and apply them to classroom settings.
Research Interests:
Each interaction with students, inside or outside the classroom, is an opportunity to promote reflective thinking. In this practical workshop, we look at the theory of reflection in language learning and then see how it can be promoted... more
Each interaction with students, inside or outside the classroom, is an opportunity to promote reflective thinking. In this practical workshop, we look at the theory of reflection in language learning and then see how it can be promoted using one-to-one dialogues. Dialogue can be a powerful tool for helping learners to understand themselves and take charge of their language learning.
Research Interests:
In a time of rapid change and uncertainty, the ability to direct our own life-long learning is more important than ever. In this session, we will start by taking stock of the field of learner autonomy. We will then review the role of... more
In a time of rapid change and uncertainty, the ability to direct our own life-long learning is more important than ever. In this session, we will start by taking stock of the field of learner autonomy. We will then review the role of self-access learning as part of the process of supporting language learners outside the classroom. Self-access centers have existed for more than five decades and have typically provided language learners with access to resources and spaces to support their autonomous language learning. However, in recent years, we have started to envision a broader scope for self-access. In addition to supporting language learning, self-access centers are being reimagined as social learning spaces where people can grow and thrive (Mynard, 2022). We will look at various features of self-access and examine them in terms of how they have the potential to promote language learner autonomy and well-being. We will look at ways to offer individualised support for learners outside the classroom In particular, we will examine the role that advising in language learning (ALL) plays in this process i.e., how intentional use of reflective dialogue helps learners to develop their autonomy (Kato & Mynard, 2016).
Research Interests:
One of our SALC’s aims is to be inclusive of all students who hope to use the resources, facilities, communities and support for language learning–including students in all departments, LGBTQ students, and learners with disabilities or... more
One of our SALC’s aims is to be inclusive of all students who hope to use the resources, facilities, communities and support for language learning–including students in all departments, LGBTQ students, and learners with disabilities or learning differences. We also want to make sure our resources, events and services meet the needs of today’s learners. In this presentation, we share our ongoing efforts and ideas about what we can do to support our mission of inclusion based on insights from a student survey and interviews. We explore the role of SALCs in raising awareness of inclusion in educational institutions.
Research Interests:
Self-determination theory is a meta-theory of human motivation and wellness which has important applications to language teaching and learning. In this forum, we will showcase examples of research and practice that have applications to... more
Self-determination theory is a meta-theory of human motivation and wellness which has important applications to language teaching and learning. In this forum, we will showcase examples of research and practice that have applications to Japanese university contexts.
The presenters will begin by giving a brief and basic overview of self-determination theory to set the scene.
The first presenter will share details of one quantitative and two qualitative research methods that can be used to understand language learner motivation in classroom settings. (Tomoko Hashimoto)
The second presenter will share details of a research project which investigated how language learners experienced their involvement in one-to-one advising dialogue with learning advisors and look at ways this involvement effectively supported the three basic psychological needs of autonomy, competence and relatedness (Scott Shelton-Strong)
The third presentation focuses on the application of self-determination theory to outside-class learning, for example, in self-access centers. How can we design our learning spaces to support students' basic psychological needs? (Jo Mynard)
The fourth presentation will share examples of classroom activities designed to fulfil students’ three basic psychological needs and promote their motivation to learn English. (Toshie Agawa)
The final presentation will focus on the importance of fostering relatedness between students in online/remote classrooms as a way to facilitate their willingness to communicate (WTC) (Phillip Bennett and Amelia Yarwood)
The presenters will begin by giving a brief and basic overview of self-determination theory to set the scene.
The first presenter will share details of one quantitative and two qualitative research methods that can be used to understand language learner motivation in classroom settings. (Tomoko Hashimoto)
The second presenter will share details of a research project which investigated how language learners experienced their involvement in one-to-one advising dialogue with learning advisors and look at ways this involvement effectively supported the three basic psychological needs of autonomy, competence and relatedness (Scott Shelton-Strong)
The third presentation focuses on the application of self-determination theory to outside-class learning, for example, in self-access centers. How can we design our learning spaces to support students' basic psychological needs? (Jo Mynard)
The fourth presentation will share examples of classroom activities designed to fulfil students’ three basic psychological needs and promote their motivation to learn English. (Toshie Agawa)
The final presentation will focus on the importance of fostering relatedness between students in online/remote classrooms as a way to facilitate their willingness to communicate (WTC) (Phillip Bennett and Amelia Yarwood)
Research Interests:
Reflection is the examination of our experiences, thoughts and actions with the purpose of learning about ourselves and is a necessary component of language learning. Reflection enhances the learning experience and improves learning... more
Reflection is the examination of our experiences, thoughts and actions with the purpose of learning about ourselves and is a necessary component of language learning. Reflection enhances the learning experience and improves learning outcomes as learners develop self-awareness and increase and redefine their understanding of what they are learning. Decades of research in the fields of education and beyond have shown benefits and language educators are generally supportive of the idea of promoting reflection on learning. Despite this, the application of reflective practice for learners in the field of language education remains peripheral (Huang, 2021). In addition, where reflection does occur, it may be ‘ad-hoc,’ unstructured, superficial or vague so is unlikely to result in any conceptual change (Malthouse & Roffey-Barentsen, 2013).
In this talk, I will examine what we can do to help learners to intentionally reflect on their language learning. This could be by using tools and activities designed to help learners to document, plan, notice, self-assess, compare or take action. However, in order for the reflective process to be more powerful, dialogue with other people is necessary (Brockbank & McGill, 2006; Kato, 2012; Kato & Mynard, 2016, 2022). The aim of this practice is to help our learners to develop a deeper sense of awareness and control over their language learning. I will also look at how we can research this process and contribute to the growing and much-needed body of knowledge.
In this talk, I will examine what we can do to help learners to intentionally reflect on their language learning. This could be by using tools and activities designed to help learners to document, plan, notice, self-assess, compare or take action. However, in order for the reflective process to be more powerful, dialogue with other people is necessary (Brockbank & McGill, 2006; Kato, 2012; Kato & Mynard, 2016, 2022). The aim of this practice is to help our learners to develop a deeper sense of awareness and control over their language learning. I will also look at how we can research this process and contribute to the growing and much-needed body of knowledge.
Research Interests:
Conference: The Twelfth Conference on Applied Linguistics (CONAPLIN 12) Bandung, Indonesia, 1-2 October 2019 We are experiencing rapid development of technological innovation as part of the so called ‘fourth industrial revolution... more
Conference: The Twelfth Conference on Applied Linguistics (CONAPLIN 12) Bandung, Indonesia, 1-2 October 2019
We are experiencing rapid development of technological innovation as part of the so called ‘fourth industrial revolution (Industry 4.0)’. This is having an inevitable impact on the ways in which we teach and support language learners. For example, (1) more sophisticated translation tools are available meaning that people may not consider learning new languages a necessity; (2) resources for language learners are freely available which might mean that they no longer understand the relevance of enrolling in traditional language classes; (3) opportunities for interacting in the target language exist in newly accessible ways whereas in the past, these opportunities may have only existed in language classes. These could be viewed as threats to the language teaching profession, but they could also be viewed as catalysts for change. In this talk, I will argue that the most important thing we do as language educators is promote learner autonomy. Learner autonomy is the ability to learn and re-learn throughout one’s life by understanding the learning process, taking charge of one’s learning, drawing on appropriate resources and strategies, and evaluating one’s own learning development. Autonomous learners have a sense of awareness and control over the learning processes and can manage cognitive, metacognitive, social, and affective factors relevant to them. These are essential skills for navigating the new opportunities and in developing a personalised learning ecology for the coming years. In my presentation, I will share some practical ways in which educators might approach this challenge. These include the provision of advising, curriculum developments, and supportive environments outside the classroom. I will draw on research findings that illustrate how this approach impacts learners’ development of metacognition, and provides enriching ways to engage in a lifelong learning journey.
We are experiencing rapid development of technological innovation as part of the so called ‘fourth industrial revolution (Industry 4.0)’. This is having an inevitable impact on the ways in which we teach and support language learners. For example, (1) more sophisticated translation tools are available meaning that people may not consider learning new languages a necessity; (2) resources for language learners are freely available which might mean that they no longer understand the relevance of enrolling in traditional language classes; (3) opportunities for interacting in the target language exist in newly accessible ways whereas in the past, these opportunities may have only existed in language classes. These could be viewed as threats to the language teaching profession, but they could also be viewed as catalysts for change. In this talk, I will argue that the most important thing we do as language educators is promote learner autonomy. Learner autonomy is the ability to learn and re-learn throughout one’s life by understanding the learning process, taking charge of one’s learning, drawing on appropriate resources and strategies, and evaluating one’s own learning development. Autonomous learners have a sense of awareness and control over the learning processes and can manage cognitive, metacognitive, social, and affective factors relevant to them. These are essential skills for navigating the new opportunities and in developing a personalised learning ecology for the coming years. In my presentation, I will share some practical ways in which educators might approach this challenge. These include the provision of advising, curriculum developments, and supportive environments outside the classroom. I will draw on research findings that illustrate how this approach impacts learners’ development of metacognition, and provides enriching ways to engage in a lifelong learning journey.
Research Interests:
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... 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.