Jo Mynard

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

Ed.D. (TEFL) University of Exeter; M.Phil (Applied Linguistics) Trinity College Dublin

About

165
Publications
95,267
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Introduction
Dr. Jo Mynard is an applied linguist and specialist in learner autonomy and supporting language learning outside the classroom. She is a Professor 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) and teaches at the KUIS graduate school.
Additional affiliations
April 2008 - present
Kanda University of International Studies
Position
  • Professor (Associate)

Publications

Publications (165)
Book
Full-text available
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...
Book
Full-text available
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,...
Article
Full-text available
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...
Article
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...
Conference Paper
Full-text available
This project explored the experiences of 20 students taking an elective self-directed language learning (SDLL) course at a university specialising in languages and cultures in Japan. SDLL courses are optional, fall within the learner autonomy paradigm (Holec, 1980), and help learners develop the skills needed to take charge of their learning autono...
Conference Paper
Full-text available
Advising in Language Learning (ALL) is a personalized approach to language education where educators (learning advisors) support learners through one-to-one reflective dialogue, helping them become more autonomous and effective in their language learning. Advisor education programs at our university have been offered for more than ten years, and co...
Presentation
This webinar is designed for language teachers who want to inspire their learners to take charge of their own learning long after classes have finished. We will touch briefly on self-determination theory (Deci & Ryan, 1987; Ryan & Deci, 2017), a meta-theory of motivation which helps us create the conditions for learners to thrive (Mynard, 2022). We...
Poster
Full-text available
This poster tracks Studies in Self-Access Learning (SiSAL) Journal's journey since its inception in June 2010. As an open-access, peer-reviewed, quarterly publication, SiSAL has been instrumental in advancing the field of self-access language learning. Leading up to its 60th issue, the poster showcases key milestones, major themes, and influential...
Conference Paper
In this presentation, we will give an overview of a collective project to understand the needs and views of our self-access center users. Guided by self-determination theory, the project investigated English usage in a university self-access learning center in Japan. The study aimed to understand student attitudes and practices when using the cente...
Article
Full-text available
In questo articolo, i tre autori (due studenti di italiano di livello A2 e un insegnante di italiano), esaminano sei risorse per l’apprendimento autodiretto dell’italiano. Queste risorse sono: due corsi online (Busuu ed EdX), un podcast, un’estensione Netflix, un libro e uno strumento AI. L’articolo suggerisce come le risorse possono essere utilizz...
Article
Full-text available
This research examined the practices and spaces for self-access language learning (SALL) support, such as self-access learning centers (SALCs), learning resources, other learning spaces, advising, learner development, and social learning opportunities in leading institutions in Europe. The researcher analyzed how language learner support is concept...
Article
Full-text available
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 learni...
Chapter
When learning a new language, we can often lack confidence and feel anxious about using this language in ways that reflect who we are and how we wish to communicate in it. The Confidence Building Diary (CBD) represents a tool that draws on positive psychology and scaffolds opportunities for self-discovery and reflection on self-chosen examples of a...
Chapter
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 creati...
Chapter
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)...
Article
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...
Conference Paper
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...
Chapter
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...
Conference Paper
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...
Article
Full-text available
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...
Article
Full-text available
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...
Chapter
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...
Article
Full-text available
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...
Article
Full-text available
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...
Conference Paper
Full-text available
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...
Article
Full-text available
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...
Conference Paper
Full-text available
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...
Conference Paper
Full-text available
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...
Conference Paper
Full-text available
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....
Poster
Full-text available
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...
Presentation
Full-text available
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...
Presentation
Full-text available
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...
Chapter
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...
Chapter
The inspiration for this book came during the Third Psychology of language learning conference (PLL3) in Tokyo, in June 2018, particularly from Professor Richard Ryan’s keynote talk. Although at the time, both of us had a general interest in self-determination theory (SDT), we had not yet begun to seriously draw on this field in our own practice an...
Article
Full-text available
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...
Article
Full-text available
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...
Presentation
Full-text available
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....
Book
Full-text available
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。
Data
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!」
Article
Full-text available
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...
Presentation
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...
Conference Paper
Full-text available
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...
Conference Paper
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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.
Article
Full-text available
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...
Chapter
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...
Conference Paper
Full-text available
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...
Preprint
Full-text available
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...
Chapter
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...
Presentation
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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.
Article
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This is the introduction to issue 11(2) which includes a couple of calls for papers for upcoming issues.
Article
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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....
Chapter
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...
Chapter
Full-text available
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...
Book
Full-text available
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...
Chapter
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...
Book
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...
Article
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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...
Chapter
Full-text available
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...
Article
Full-text available
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...
Presentation
Full-text available
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...
Presentation
Full-text available
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...
Presentation
Full-text available
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...
Presentation
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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...

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