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

117
Publications
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Introduction
Dr. Jo Mynard 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 graduate school. She completed her Doctorate in Education (TEFL) at the University of Exeter in 2003 and her M.Phil, in Applied Linguistics at Trinity College, Dublin in 1997. Her interests are learner autonomy, advising, self-access learning, and social and affective aspects of language learning. She also teaches and supervises graduate students the University of Birmingham, and Anaheim University. She edits SiSAL Journal, Relay Journal, the Journal for the Psychology of Language Learning.
Additional affiliations
April 2008 - present
Kanda University of International Studies
Position
  • Professor (Associate)

Publications

Publications (117)
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...
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
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...
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...
Article
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...
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
Full-text available
This is the introduction to issue 11(2) which includes a couple of calls for papers for upcoming issues.
Article
Full-text available
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
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...
Presentation
Full-text available
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...
Conference Paper
Full-text available
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...
Article
Full-text available
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.
Conference Paper
Full-text available
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...
Presentation
Full-text available
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)...
Article
Full-text available
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...
Article
Full-text available
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...
Preprint
Full-text available
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...
Chapter
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...
Article
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...
Article
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...
Poster
Full-text available
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...
Conference Paper
Full-text available
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....
Article
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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.
Book
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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...
Article
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,...
Article
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...
Article
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...
Presentation
Full-text available
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.
Article
Full-text available
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...
Article
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This is a reflective observation of an a series of advising sessions with one learner by an experienced learning advisor. The participant is Emi (pseudonym) who at the time of the observation was a fourth-year (senior) English major.
Book
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Introduction Autonomy in Language Learning: Opening a Can of Worms Carol J. Everhard, Aristotle University, Greece Autonomy in Language Learning has variously been described as “ambiguous” (Benson, 2009), “slippery” (Tschirhart & Rigler, 2009), “problematic” (Benson & Voller, 1997) and even “elusive” (Everhard, 2006; Kohonen, 2001; Little, 2010)...
Article
Full-text available
This research aims to understand how students use English at the Self Access Learning Center (SALC) at Kanda University of International Studies (KUIS). Specifically, the research is focused on the second floor of the SALC which is intended to be an English only space. The new SALC opened in April 2017, but some layout changes were made in Septembe...
Article
Full-text available
This is a long-awaited book by three colleagues I have greatly admired throughout my career, so it is my pleasure to write this review. As I would expect from Little, Dam and Legenhausen, this volume starts with a clear and practical description of an autonomous language classroom where even at a beginning level, learners are involved in using the...
Article
Welcome to the 31st issue of SiSAL Journal which is Issue 8, Volume 4. This is a general issue organized into two key themes: leadership, and academic support. There are also two book reviews, details of three relevant events coming up in 2018 and a call for papers for a special issue.
Article
Full-text available
If key aims of a SALC are to support learners and promote language learner autonomy, then the curriculum is an important tool in order to ensure that this is being systematically addressed. After explaining the context of the Self-Access Learning Center (SALC) at Kanda University of International Studies in Japan, the authors will briefly describe...
Article
Full-text available
This study takes place at a university of international studies in Japan. Incoming freshman students' previous experiences with learning leaves them largely unprepared to direct their own language studies in an autonomous way. The university offers a one-credit elective course that introduces students to self-directed language learning (SDLL) for t...
Chapter
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Drawing on the Community of Inquiry model (Garrison/Anderson/Archer 2000; 2001), this research investigates the nature of social presence in an online social networking environment (SNE). Social presence is defined as “the ability of learners to project themselves socially and affectively into a community of inquiry” (Rourke et al. 2001: 51). The S...
Article
Full-text available
Welcome to issue 7(4) of SiSAL Journal, which is a special issue on Japan. It is my hope that future issues can be guest-edited special issues from other parts of the world, too. In this introduction, I will begin by commenting on some issues likely to arise in the Japanese context in the coming years along with some practical ways for us to respon...
Article
This reflective article gives an overview of how a self-access learning centre (SALC) in Japan approaches its ongoing evaluation. The author shares some retrospective evaluation approaches and also provides a description of a micro-evaluation as an example. The article concludes with some thoughts about two alternative approaches, one future-lookin...
Article
The International Conference on Self-Access (Encuentro Internacional de Centros de Autoacceso, EICA) was held at the National Autonomous University of Mexico (Universidad Nacional Autónoma de México, UNAM) from the 4th to the 5th August, 2016. The conference theme in Spanish was Nuevos escenarios en torno a la autonomía del aprendizaje de lenguas e...
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...
Article
Full-text available
The theme of this special issue is self-access and young learners as the editors felt that bringing these two active areas of research and practice together was long overdue. In recent years the theme of ‘learning beyond the classroom’ has received an increasing amount of attention (e.g. Benson & Reinders, 2011; Council for Learning Outside the Cla...
Article
Full-text available
This is the 17th issue of SiSAL Journal and includes contributions from Japan, Turkey, China, and New Zealand. Although it is a general issue, the themes that bind the articles together centre around understanding our learners better and supporting their self-directed learning.
Article
After establishing a journal, it is important to evaluate its progress to ensure that the principles that underpin its existence continue to be a priority. In this article, the author reports on measures that were used to evaluate Studies in Self-Access Learning (SiSAL) Journal. The research was designed to investigate the three principles that the...
Article
In the fourth installment of the column following the self-directed learning curriculum development project at Kanda University of International Studies, Japan, Satoko Watkins, Neil Curry and Jo Mynard detail the process of conducting a pilot of a possible self-directed learning curriculum for freshmen students, that would meet the needs and princi...
Book
Full-text available
Introduction: Tools, Tasks and Environments for Learner Autonomy Christian Ludwig, University of Duisburg-Essen, Germany Jo Mynard, Kanda University of International Studies, Japan Learner Autonomy Learner autonomy has gained prominence in the field of foreign language education, and is now part and parcel of current language teaching frameworks...
Article
As explained in the first installment of this report (Thornton, 2013), the learning advisor (LA) team at Kanda University of International Studies (KUIS) has engaged in redesigning a curriculum for the Self-Access Learning Centre (SALC) by following a framework adapted from the Nation and Macalister (2010) model. This framework, which is based on a...
Article
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