Jo Mynard

Kanda University of International Studies · Self-Access Learning Center / Faculty of Global Liberal Arts

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 intr...

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 within environments outside of the classroom. Theoretical, empirical and practice-focused chapters examine autonomy support in a range of contexts and settings,...

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...

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...

In this chapter, the authors present a case study of how a self-access learning centre (SALC) in a mid-sized private university near Tokyo in Japan promotes leaderful practices. The SALC is a large and multifaceted space with many moving parts, all affected by the actions of people and projects within it. We draw on self-determination theory (SDT)...

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 d...

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 learne...

The field of self-access language learning (SALL) now spans five decades, but the field looks quite different today from how it did in the 1960s and 1970s. In this chapter, I will briefly summarise what we have learned in that time and how the field is shifting to meet the needs of today's language learners. We will see that over the decades, great...

People learn languages for various reasons: for work, to enrol in degree courses, to live and travel in other countries, or simply for pleasure. Regardless of one’s motive, in order to sustain motivation for language learning over many years, we need to understand and take charge of the process. In this talk, I will argue that the most important th...

This year’s EUROCALL conference was held at the University of Iceland in Reykjavik from the 15th to the 18th of August, 2023. In this short review, the author comments on some of her takeaways from the conference, especially for the field of self-access language learning. The author also comments on the support available to language learners outsid...

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...

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...

One of the aims of our self-access learning center (SALC) is to be inclusive of all users who hope to use the resources, facilities, communities, and support for language learning—including students in all departments, LGBTQ+ students, and disabled learners and/or students with learning differences. In this paper, we share our ongoing efforts and i...

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...

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 th...

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 cente...

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-determinati...

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....

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 learn...

Focusing on the positive elements of the language learning experience can lead to renewed confidence and raise student’s awareness of the role of perspective. In today’s increasingly fast-paced university learning environments, slowing down to reflect on and record one’s learning activities outside the classroom can be of great value. In this prese...

Advising in language learning (ALL) is the skilled use of one-to-one dialogue to facilitate reflective processes necessary for a learner to understand and take ownership of their learning (Kato & Mynard, 2016; Mynard & Carson, 2012). The learning process is underpinned by psychological processes and ALL can be said to be an effective way of helping...

The purpose of this chapter is to explore ways in which we might reimagine the self-access learning centre (SALC) from a self- determination theory (SDT) perspective. in Chapter 12, Mynard presents a reimagining of the self-access learning centre (SALC) as a space not only to learn and practise languages but also to thrive. A SALC is a physical l...

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 multi-disciplinary and it is necessary to revisit SALC mission stat...

We hope you enjoy the three articles and two reviews in this issue. We were inspired by the innovative research approaches, for example, visual narratives (Howard et al.; Kashiwa), in-depth interviews (Kashiwa; Lavolette & Claflin), and learning space analysis using typologies (Lavolette & Claflin). The authors also highlight the important roles of...

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...

In this talk, I look at ways in which we can support language learners outside the classroom in taking charge of their learning. One way in which such support is offered is through the provision of self-access learning centers (SALCs). SALCs are common in language programs throughout Mexico, Asia and Europe, but are less prevalent in North America....

語学学習を成功させるカギは「学習者の自律性」の育成にあります。これは、自らの学びをプロデュースでき、学習自体を楽しむことができる力を育てることです。そのためにはまず、自分はいま何に悩んでいるのか、それをどうしたいのかといった問いを自分自身に投げかけ内省することから始まります。こうした自己探求や学び方を学ぶことが、英語学習を劇的に変えます。本書は、英語教師が既存の枠組みの中でも、何を、どのようにすれば、こうした教育実践ができるのかを具体的にまとめたガイドブックです。

目次 【特別寄稿】 私の英語授業実践ーー自律学習者育成の観点から 関屋 康 学習者の自律性ーーその起源と世界的な動向 ジョー・マイナード 第1部 学習者の自律性を促す「対話」の基本 1．自律性を促す第1歩は「対話」 2．学習者の自律性を促す12の対話スキル 3．自律性を促す対話の具体例 4．教師の自律性の育成 5. 教師が自律性を育てる～「この先生は自分をわかってくれる！」 第2部 学習者の自律性を促す「授業」の基本 1. 授業で学習者の自律性を促す 2．学習者の自律性を促す教師の役割 3．学習者の自律性を育む授業構成：3つの柱 4．学習者の自律性を促す授業活動案 5. 「この先生の授業はおもしろい！」

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 t...

Referring to two forthcoming papers, the presenters provide a rationale for taking an self-determination theory perspective in order to support self-access language learners. They present a theoretical model which draws on basic psychological needs theory and show how this model can be applied in practice to four key SALL support systems: advising...

Abstract: Two key themes of this conference are advising, and self-directed learning (SDL), and in this talk I explore the complex dynamics that bind them together. Advising in language learning (ALL) is an intentional and reflective 1-1 dialogue with learners which aims to promote language learner autonomy (Carson & Mynard, 2012; Kato & Mynard, 20...

Abstract: In this talk, I will look at ways to support language learners in outside-classroom contexts such as self-access centres. First, I will give a brief overview of the role of self-access language learning (SALL), for example, providing materials, spaces, and facilities for learning; ensuring access to communities of TL speakers; offering la...

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 pl...

Interest in self-access—and particularly with online learning—has increased dramatically in this challenging year. The current issue is a regular issue that leaves us with a hopeful direction for the new year. In this introduction, the editor gives an overview of the contents and also acknowledges the support from colleagues in 2020.

Welcome to the special issue on self-access and the coronavirus pandemic. When we first had the idea to compile this special issue back in March 2020, we did so, not knowing how the year would pan out. Some parts of the world had already been severely impacted by the coronavirus, but others hardly touched. Many students and academics in various cou...

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 expe...

Classroom instruction for language education is only one part of the language learning experience, and in this talk I would like to move away from the classroom and focus specifically on ways in which we can support learners outside the classroom. This kind of support, often known as self-access language learning (SALL), can take several forms, for...

This book presents an in-depth look at a social language learning space within a university context. Drawing on the literature from identity in second language learning, communities of practice and learner beliefs, it demonstrates how psychological phenomena shape a space and how a learning space can contribute to a wider learning ecology. If you...

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 stori...

In this short presentation, we share some of the ways we draw on SDT in our practice and research at a large self-access learning centre in central Japan, and talk about how we support language learners to thrive outside the classroom. We will give a general overview of our learning context, highlighting some of our current research and also provid...

In this short overview, I discuss how ethnographies could be considered an appropriate yet under-utilised research methodology for exploring the field of self-access learning. We could consider ethnographies of self-access spaces, autoethnographic accounts of language learning or professional development, and also collaborative and duoethnographies...

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 is the introduction to issue 11(2) which includes a couple of calls for papers for upcoming issues.

The Journal for the Psychology of Language Learning (JPLL) is published by the International Association for the Psychology of Language Learning (IAPLL). The journal publishes quality empirical work in the field, and aims to facilitate connections not only within the field of the psychology of language learning (PLL) but also within SLA in general....

In this general introduction to the book, the editors explain the rationale for the volume. The book differs from existing publications in three key ways. Firstly, it provides novel insights into the status quo regarding the theory and practice of learner autonomy in foreign language education in different countries. Secondly, it does so in multipl...

This concluding chapter seeks to provide illuminative insights into the authors’ experiences with writing a chapter not in English but in their home language and/or the language dominant in their context and with multiple authors. For this purpose, we asked all authors to send us a brief statement describing their writing experiences. Those stateme...

Navigating Foreign Language Learner Autonomy provides novel insights into both the theory and practice of learner autonomy in the context of foreign language education, and does so in multiple languages and through multiple voices. The contributing authors showcase effective practices and new directions in research, but also report on the status qu...

Self-access learning centres (SALCs) have been fixtures in universities and language schools for decades (Mynard, 2019), and have traditionally played a supportive role in language learning due to the provision of spaces, equipment, and materials for students. In recent years, the social supportive nature of self-access has come to the fore, and in...

https://www.candlinandmynard.com/liverpool.html 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 becom...

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...

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...

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 connecte...

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 e...

In this paper, we explore the impact that a social learning space has on the identity construction of six regular users. The context is an English conversation lounge which is part of the self-access center in a university in Japan. The purpose of the lounge is to provide students with an environment in which to practice speaking English, which is...

Being able to understand and manage emotions that affect one’s learning is a fundamental skill in becoming an autonomous learner, and can foster well-being (Roth, et al., 2019; Benita et al. 2019; Beseghi, 2018). However, many learners and teachers are not experienced in engaging effectively in the process of understanding the affective side of lea...

This forum features four presentations on learner autonomy research, all with practical applications. The topics covered are exploring online peer interaction in social networking sites, investigating learner autonomy in a self-access context from a self-determination theory perspective, the role of classroom teachers in fostering out-of-class, aut...

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 2...

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 n...

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 i...

This paper gives an overview of some perspectives on self-access learning in Japan. Although there seems to be a sudden interest in self-access learning in this part of the world, the author explores some of the reasons that Japan has tended to lag behind other countries. Nevertheless, education in Japan has recently seen some changes which have ha...

This presentation will begin with an overview of spaces and services that might form part of a self-access learning environment. We will then explore how dialogue can be facilitated in these spaces to support language learners and also teachers and advisors. Spaces and dialogue to support learners As we know, simply providing self-access spaces do...

This panel provides an opportunity to take a look at the important ways in which language learners are supported from outside the classroom by professionals who are not necessarily language instructors. Taking a multidisciplinary approach, this diverse group of panelists discuss various aspects of supporting colleagues and language learners psychol...

In this paper I will give three examples of learner autonomy in practice, along with some ways that teachers can conduct research in order to find out more about the learners' experiences. First, I will briefly define learner autonomy and explain why it is important for language learning.

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 fact...

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)...

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...

Welcome to the first issue of 2019 which is a special issue containing papers from the third Psychology of Language Learning Conference (PLL3) which took place at Waseda University in Tokyo from June 7-10 2018. We both had the pleasure of attending the whole conference and enjoying five excellent plenary sessions and dozens of high-quality and stim...

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, a...

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...

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...

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...

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 sta...

In our presentation, we examined different ways we incorporate affective factors in our work as Learning Advisors (LAs). In this short summary we will briefly introduce our context, explain why and how we focus on affect, the role of advising, and finally share some benefits and challenges of incorporating a focus on affect in the ways that we do....

The current issue contains five diverse papers from colleagues based in Japan, Pakistan and New Zealand. The contributions examine self access through the lenses of extensive reading, advising, study abroad, and online environments.

It is our pleasure to introduce this collection of papers from the Third International Conference for the Psychology of Language Learning (PLL3) held from June 4th-7th in Tokyo, Japan and hosted by Waseda University. We are grateful to Stephen Ryan for writing the foreword to this collection and bringing us back to the event itself in order to re-c...

In a 4-year longitudinal study, the researchers track nine learners of English at a university in Japan in order to investigate the extent to which they engaged in self-directed language learning outside of class. Drawing on the self-regulation of motivation (SRM) model (Sansone, 2009; Sansone & Thoman, 2005), this paper will present some of the da...

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 s...

In this paper, the authors outline the initial stages of a research project designed to investigate the extent to which the Self-Access Learning Center (The SALC) at Kanda University of International Studies (KUIS) provides an autonomy-supportive environment conducive for effective language development. After giving a brief account of the context,...

In this paper, the researchers report on a study which is one part of an evaluation of a purpose-built app intended to support students’ self-directed language learning as part of a course of study. The app was used by Japanese learners of English for two years and was created in order to enhance and possibly eventually replace the paper-based mate...

This report begins with a summary of ways in which technology has been used to attempt to increase learning opportunities and support for self-directed learners at Kanda University of International Studies (KUIS) with limited success. A collaboration between KUIS and the Royal Institute of Technology (KTH) in Sweden has highlighted the need for a m...

The presenters will give an overview of a course that helps learners to develop self-directed learning skills and also manage their motivation and affective dimensions related to their learning. They will share examples of course activities and students' work and discuss the effectiveness and challenges of the practical interventions.

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...