Phillip A. Bennett

Phillip A. Bennett
Kanda University of International Studies · Self-Access Learning Centre

MA TESOL

About

18
Publications
8,076
Reads
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23
Citations
Citations since 2017
18 Research Items
23 Citations
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201720182019202020212022202302468101214
201720182019202020212022202302468101214
Education
April 2017 - March 2019
March 2002 - August 2003
Stony Brook University
Field of study
  • Sociology
March 2000 - December 2001
Suffolk Community College
Field of study
  • Communication Arts

Publications

Publications (18)
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...
Presentation
Full-text available
This session addresses the theme of the LD Journal’s upcoming Issue 6, “Learner Development Beyond the Classroom.” Members of the issue’s editorial team discuss how literature and experience informed our conceptualization of the theme. We also reflect on how our experiences supporting learners outside of the classroom, along with both the challenge...
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...
Chapter
Since 2020, language learning environments have had to swiftly transition from traditional face-to-face learning to remote learning contexts. This chapter interrogates factors related to students' willingness to communicate (WTC) in online-mediated discussions in a Japanese university classroom. Using a self-determination theory framework to conduc...
Presentation
Full-text available
This presentation details a university course centered on self-directed learning in Massive Open Online Courses (MOOCs) of learners’ choosing. Rather than content or language gains, the course emphasized reflection on the learning process, supported through written dialogue with the instructors. We introduce how learners’ reflective skills were fos...
Conference Paper
Full-text available
Self-reflection is a valuable tool in becoming an effective learner often leading to a greater capacity for self- organizing effective learning behaviors (Ryan & Deci, 2017). This paper will argue the need for more scaffolded self-reflective pedagogies based on Self-Determination (Ryan & Deci, 1987) literature, and provide three mini-case studies o...
Article
Full-text available
This is an introduction to Volume 3 Issue 2 of Relay Journal and the content of the papers included, which focus on learner autonomy inside and outside the classroom, is outlined. The authors argue that future issues of the journal should focus on the relationship between structure and learner or teacher autonomy, and that the relationship between...
Article
Full-text available
In 2020, the COVID-19 pandemic created disruption in many of the institutions we regularly rely on, including universities. While disruption may often bring with it a myriad of possible pitfalls, it affords potential opportunities for change and development by reflecting on and modifying practices. In this article, a group of learning advisors and...
Presentation
Full-text available
Advising in language learning (ALL) or learning advising is a field that promotes the fostering of learner autonomy of students. Learner autonomy is defined in a number of ways, two definitions that are used commonly in the field are, “a capacity––for detachment, critical reflection, decision-making, and independent action” (Little, 1991, p. 4) and...
Article
Full-text available
This paper is a reflection on our experiences as managing editors and layout editors of volume 2, issue 2 of Relay Journal. In accordance with the developmental aims of Relay Journal, via this reflective practice, our motivations are not only to foster each others’ learner autonomy and grow our professional development, but additionally to encourag...
Presentation
Full-text available
The role of a learning advisor may not be clear to some within the realm of language teaching and learning. As the field of learner advising becomes more prevalent in language learning (Kato & Mynard, 2016), a deep and substantial understanding of what it entails would be of great benefit for teachers and learners. One of the many possible benefits...
Article
Full-text available
In this paper the author poses and seeks an answer to the question, “Is music an effective tool in secondary and post-secondary foreign language learning classrooms?” By observing articles and research ranging from the historic intertwinement of language and music to its use as a medium for learner choice, the author details music’s benefits on for...
Article
Full-text available
This article details the identy changes and conflicts the author has expirienced in Japan as an ALT and graduate student.
Article
Full-text available
The distinction between Cooperative and Collaborative Learning approaches is not a clear one. Some use the terms interchangeably while others consider Cooperative Learning to be a type of Collaborative Learning. Still others clearly differentiate between them, characterizing Cooperative Learning as more highly structured in its procedures, involvi...
Article
Full-text available
The distinction between Cooperative and Collaborative Learning approaches is not a clear one. Some use the terms interchangeably while others consider Cooperative Learning to be a type of Collaborative Learning. Still others clearly differentiate between them, characterizing Cooperative Learning as more highly structured in its procedures, involvin...
Article
Full-text available
This paper is a brief literature review and perspective in regard to the affective factors in learner autonomy.

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Projects

Project (1)
Project
To explore the supports that can be put in place to benefit the psychological needs of students at a medium-sized Foreign language university in Japan. Taking an Action-research approach, ongoing classroom-based interventions will be conducted and the results reported on.