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Relay Journal

ISSN 2433-5444

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    • Volume 1 (1) January 2018
    • Volume 1 (2) September 2018
    • Volume 2 (1) January 2019
    • Volume 2 (2) September 2019
    • Volume 3 (1) January 2020
    • Volume 3 (2) September 2020
    • Volume 4 (1) January 2021
    • Volume 4 (2) 2021
    • Volume 5 (1) 2022
    • Volume 5(2) 2022
    • Volume 6 (1) 2023
    • Volume 6 (2) 2023
    • Volume 7 (1) 2024
Relay Journal

Issues

2018, Volume 1

  • January, 1(1)
  • September, 1(2)

2019, Volume 2

  • January, 2(1)
  •         September, 2(2)

2020, Volume 3

  •        January, 3(1)
  •        September, 3(2)

2021, Volume 4

  •        January, 4(1)
  •        Volume 4 (2)

2022, Volume 5

  •        Volume 5 (1)

Copyright © 2024 Relay Journal
Copyright held by individual authors
ISSN 2433-5444

Pages

  • Home
  • Current Issue
  • Editorial Team
  • For Authors
  • Peer Review
  • Issues
    • Volume 1 (1) January 2018
    • Volume 1 (2) September 2018
    • Volume 2 (1) January 2019
    • Volume 2 (2) September 2019
    • Volume 3 (1) January 2020
    • Volume 3 (2) September 2020
    • Volume 4 (1) January 2021
    • Volume 4 (2) 2021
    • Volume 5 (1) 2022
    • Volume 5(2) 2022
    • Volume 6 (1) 2023
    • Volume 6 (2) 2023

Recent Comments

  • Aleksandr Gutkovskii on Examining the Interplay between Autonomy and Hidden Beliefs about Language Learning
  • Yuri Imamura on Exploring a Novice Advisor’s Beliefs on Advising
  • Emily Marzin on Our Minibook of Adventures: Humanizing Digital Spaces via Vision Boards
  • Henry Foster on Examining the Interplay between Autonomy and Hidden Beliefs about Language Learning
  • Haruka Ubukata on Japanese University Students’ Self-Directed Learning Goals and Action Plans Elicited with the Use of a Reflection Tool

About Relay Journal

Relay Journal is published by the Research Institute for Learner Autonomy Education (RILAE) at Kanda University of International Studies (KUIS) in Japan. It is a completely free, open-access journal dedicated to disseminating research and best practice in the broad areas of learner and teacher autonomy.

https://kuis.kandagaigo.ac.jp/rilae/

Contact

Research Institute for Learner Autonomy Education (RILAE)
Self-Access Learning Center (SALC)
Kanda University of International Studies
Wakaba 1-4-1
Mihama-ku
Chiba
Japan
261-0014

Email: relayjournal@kuis.ac.jp

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Pages

  • Editorial
  • Home
  • Current Issue
  • Editorial Team
  • For Authors
    • Relay Journal – Call for Papers
  • Peer Review
  • Issues
    • Volume 1 (1) January 2018
      • A Dynamic Model for Autonomy: Self-Assessment as Reflection
      • A Nested MOOC Elective Course: MOOCs for Learner Development, and Learner Development for MOOCs
      • Adopting and Adapting to New Language Policies in a Self-Access Centre in Japan
      • Affective Factors in Learner Autonomy
      • Categorizing findings on Language Tutor Autonomy (LTA) From Interviews
      • Creating an Augmented Reality App for an Enhanced Self-Access Tour
      • Editorial
      • Fostering the Development of Language Learner Autonomy Through Peer and Self-Assessment
      • In-Between the Process and the Outcome in Advising in Language Learning: Reflecting on my Very First Advising Session
      • Learner Autonomy Transforming a Self-Reflection Task
      • Learning Advisor Transformation: A Collaborative and Reflective Collage
      • Observing a Social Learning Space: A Summary of an Ethnographic Project in Progress
      • Re-exploring the Relationship Between Autonomy and Assessment in Language Learning: A Literature Overview
      • Reflecting on Approaches for Developing Learner Autonomy in a Juku and Eikaiwa Setting
      • Reflecting on My First Solo Advising Session as a Learning Advisor Trainee
      • Reflective Practice in Advising: Introduction to the Column
      • Resource Coordination in the Self-Access Learning Center at Kanda University of International Studies for the 2017-2018 Academic Year: Activity, Concept, and Expanding Definitions
      • Student Perceptions of the English Lounge after a Layout Change
      • The Effect of Career Planning Tools in Developing Learning Autonomy
      • The Interrelationships Between Learner Autonomy and Teacher Autonomy
      • The Journey of ‘Becoming’ a Learning Advisor: A Reflection on my First-Year Experience
      • Where are my Classmates? Social Interaction Online
      • “Metamorphosis”: In the Advising Sense
      • “Still Sounds Quite a Lot to Me, But Try it And See”. Reflecting on my Non-Directive Advising Stance
    • Volume 1 (2) September 2018
      • Affective Factors in Self-Access Learning
      • Editorial
      • How to Broaden Perspectives Through Intentional Reflective Dialogue
      • Reflective Practice in Advising: Introduction to the Column
      • Testing the Waters: Gauging the Viability of Self-Directed Language Learning in an Eikaiwa School
      • Reflecting on Successful Elements of a Mentoring Session
      • Finding the Positive: Reflective Observation of an Advising Session
      • Assessing the Potential Role of Technology in Promoting Self-Directed Language Learning: A Collaborative Project Between Japan and Sweden
      • Fostering Collaborative Autonomy: The Roles of Cooperative and Collaborative Learning
      • Dealing with Anxiety for Promoting Learner Autonomy
      • Motivational Effects of a Study Group
      • Reflective Learning Logs in the Junior High School Classroom
      • User Perceptions of an App for Managing Self-directed Language Learning
      • Augmented Reality and Crowdsourced Feedback to Help Learners Navigate Self-Access Materials
      • Exploring Basic Psychological Needs in a Language Learning Center. Part 1: Conducting Student Interviews
      • Review of Mercer, Sarah and Kostoulas, Achilleas (Eds.) (2018). Language teacher psychology.
    • Volume 2 (1) January 2019
      • A Case Study of Learner Identity and Motivation in a Social Learning Space
      • A Case Study of Two Japanese English Learners: Their Motivation and Concept of English
      • A New Direction: Developing a Curriculum for Self-Directed Learning Skills
      • A Sociocultural Approach to Learner Autonomy in the Language Classroom
      • Abstract Painting with Non-Sequiturs: A Transcription of a Conversation in English by Japanese Speakers
      • Advisor as a Significant Other
      • Advisor as an Empowerer
      • An Ethnographic Approach to Exploring Personality, Language Learning Strategies, and Second Language Acquisition
      • An Exploratory Case Study of English Speaking Anxiety Faced by Successful and Less Successful Japanese Learners
      • Autonomy and Interdependence in a Self-Directed Learning Course
      • Behind the Scenes of an Advising Session: Weaving Together Learning Advisors’ Voices
      • Common Factors of Motivated Individuals
      • Editorial
      • Exploring Basic Psychological Needs in a Language Learning Center. Part 2: The Autonomy-Supportive Nature and Limitations of a SALC
      • Introduction to the Column: Curriculum-Based Approaches
      • Introduction to the Column: Exploring Individual Differences Through Case Studies
      • Introduction to the Column: Reflective Practice
      • Is Speaking Pidgin Detrimental in the Classroom? Bridging SLA and Creoles
      • Learner Autonomy Search Engine & Repository
      • Machine Translation for EFL
      • Measuring the Effectiveness of Time Management Training in EFL Classes: Phase 1 of a Mixed Methods Study
      • Reflecting on Different Types of Successful Recasts and Uptake for a Motivated Adult Learner
      • Reflection Through Dialogue: Conducting a Mentoring Session with a Juku Colleague Using the ‘Wheel of Reflection’ Tool
      • Shifting Roles in Continuous Advising Sessions
      • The Effects of Music in the Foreign Language Learning Classroom
      • The Impact of Students’ Beliefs about English Language Learning on Out-of-Class Learning
      • Understanding the Language Learning Approaches of EFL Students in an Intensive English Course
      • What Learning Advisors Bring to Speaking Practice Centers
    • Volume 2 (2) September 2019
      • An Interview with Sarah Mercer on Language Learner and Teacher Well-Being
      • Editorial
      • Formative assessment for autonomous learning through argumentation: A proposal within the use of the online Dialogue Design System
      • From Teachers to Advisors: A Self-discovery Journey
      • Introduction to the Column: Reflective Practice
      • Investigating Transformation in Tutoring Sessions
      • Journey to the Advisor within: Exploring challenge, transformation and evolution in advisor stories
      • Learner-Centered Pedagogy: A Double-Edged Sword?
      • Mentoring to Promote Professional Well-being
      • Motivation Across the Language-Learning Career: A Double Case Study
      • On Advisor Education: Evaluating Departmental Training and Professional Development Practices of Academic Staff in a Japanese University
      • Peer Collaboration and Learner Autonomy in Online Interaction Spaces
      • Self-Perceptions of Teacher Autonomy Within a Standardised English Language Program at a Japanese University
      • Sustained Flow Experiences from Facilitative Structures Can Create Guiding Post-Hoc Visualizations and Positive Affect: Get Students to Tell their Positive Stories to Operationalize the Process
      • The Adaptation of a Linguistic Risk-Taking Passport Initiative: A Summary of a Research Project in Progress
      • The Frustration Regulation Journal: A Reflective Framework for Educators
      • The Visual Message Board: A Closer Look at the Learning Advisors’ Identity Construction Process
      • Towards Advising for Language Teaching: Expanding our Understanding of Language Advising
      • Transformative Self-discovery: Reflections on the Affect of Becoming an Advisor
    • Volume 3 (1) January 2020
      • A Pilot Case Study of a Student Learning Community
      • Advising Lessons Learned From Learner Reflections
      • Blooming Autonomy: Reflections on the Use of Bloom’s Taxonomy in a TESOL Graduate Course
      • Editorial
      • Integrating the Four-Dimensional Education Framework Into an EFL Course Curriculum
      • Language Advising in a Research-Intensive, Multi-Disciplinary Learning Context: Critical Reflection on the Use of Advising Strategies
      • Non-English-Major Students’ Perceptions of Learner Autonomy and Factors Influencing Learner Autonomy in Vietnam
      • Reflection on Learner-Led Study Abroad Events in a SAC from Three Perspectives: A Learner, an Administrative Staff Member, and an Advisor
      • Reflections on the Editorial Process of an Academic Journal
      • The EcoEducational-BioPsychoSocial Model in Everyday Education: A Suggestion for Researching Holistic Well-Being as a Contribution to Healthier Learner Autonomy
      • The Effects of Teaching Reflection Diaries on In-Service High School Teachers in Japan
    • Volume 3 (2) September 2020
      • Editorial
      • Encouraging Learners Interactions in an Emergency Remote Environment
      • Exploiting Motivational Processes to Promote Advisee Engagement and Ownership in Written Advising
      • Facing the Challenges of Distance Learning: Voices from the Classroom
      • How to Coexist with Technology in Online Educational Contexts: A Student Perspective
      • Knowing (them) is Half the Battle: Binding Learning and Life Through Linking and Metaphor in Language Advising
      • Reflective Practice Column Introduction September 2020
      • Simple Questions and Positivity: Analysis and Reflection of a Formative Advising Session
      • Social Structure, Agency and Second Language Learning
      • The Effects of an Incentive Programme on SALC Service Engagement and Long-Term Intrinsic Motivation
      • Trying on a New Hat: From Teacher to Advisor
      • Using an Advising Tool to Help Students Go Beyond “Just Learning”
    • Volume 4 (1) January 2021
      • A Reflection on the Two-year Progress of Peer Advisor-led Events for Promoting Collaboration among Students
      • Editorial
      • Extracts From an Advising Session: How Viewpoint Switching Can Help Broaden Learner Perspectives and Provide Positive Feedback
      • Going Deeper: Broadening the Perspectives of an Advisee Through Metaphor and a Learning Advising Tool
      • Harnessing the Potential of Technology to Support Self-Directed Language Learning in Online Learning Settings––Online Symposium Review.
      • Pursuing PERMA in a Pandemic: Reflections on a Socially-Distanced Advising Session
      • Who am I?: Identity Transformation Through Distance Learning
    • Volume 4 (2) 2021
      • A Report on The 6th RILAE Lab Session, Landmarks in Self-Access
      • After “Establishing…”: Self-Access Learning Then, Now and Into the Future
      • Editorial
      • Introduction to Advising for University Students: Providing the Tools to Self-Advise and Prompt Reflection in Others
      • Stressing Out About Being Genuine: Reflections on a First Advising Session
      • Universal Eco-Educational Advising (A book review for Simon Anholdt’s The Good Country Equation turned into op-ed editorial)
      • Utilizing Advising Strategies with Grounded Theory to Support an Advisee’s Learning Goals
    • Volume 5 (1) 2022
      • Discourse on a Language-Learning Trajectory: An Undergraduate’s Progress Beyond Becoming a User of English to Developing an English-Speaking Identity
      • Helping a language learner gain self-confidence and awareness through advising
      • There’s Something About SALL: A Response to Gardner and Miller
      • Toward a Basic Needs-Supportive World Language Pedagogy: Four Illustrative Examples
      • Editorial
    • Volume 5(2) 2022
      • A First Attempt at Advising: Getting Comfortable With Unfamiliar Advising Strategies
      • A Message to the Advisor-Self: Fostering Autonomy Through Exploring the Identity Within Agentic Engagement
      • A Review of the RILAE Advisor Education Program 2022 Graduation Symposium
      • Leader-Ship as an Empathy-Based Sharing-Caring-Ship of Partnered Ethical-Ecological Teaching and Mentor Shipping
      • “If I Don’t Get Lost, I Will Never Find a New Route”: Engaging With My Mentee in My First Mentoring Session
    • Volume 6 (1) 2023
      • Conversation Space: Trialling Self-Access Services
      • Editorial
      • Learning Far Beyond the Classroom: An Exploratory Study of Self-Directed Learning Activities and Strategies of Adult L2 Learners in Japan
      • Mentoring in Advising: Engaging with a Fellow Colleague in an Advising Session
      • Taking on a Life of Its Own: Relational Mentoring for Mutual Professional Growth
      • There is Something About Affirming SALL: An Everhard and Gardner and Miller Review
      • Understanding Our Research Interests: A Synthesis of Publications by Members of a Research Institute
    • Volume 6 (2) 2023
      • Editorial
      • Getting Started—Advising Session Reflections
      • Japanese University Students’ Self-Directed Learning Goals and Action Plans Elicited with the Use of a Reflection Tool
      • The Rise and Fall of the Language Lab: A Cautionary Tale for SALCs
      • When Does English Become “My” Language?
    • Volume 7 (1) 2024
      • Examining the Interplay between Autonomy and Hidden Beliefs about Language Learning
      • Exploring a Novice Advisor’s Beliefs on Advising
      • Focusing on the future of SALL: A response to Stacey Vye
      • Nurturing Self-Direction: Reflections on Guiding a Student on University Leave
      • Our Minibook of Adventures: Humanizing Digital Spaces via Vision Boards
  • Home
  • Current Issue
  • Editorial Team
  • For Authors
  • Peer Review
  • Issues
    • Volume 1 (1) January 2018
    • Volume 1 (2) September 2018
    • Volume 2 (1) January 2019
    • Volume 2 (2) September 2019
    • Volume 3 (1) January 2020
    • Volume 3 (2) September 2020
    • Volume 4 (1) January 2021
    • Volume 4 (2) 2021
    • Volume 5 (1) 2022
    • Volume 5(2) 2022
    • Volume 6 (1) 2023
    • Volume 6 (2) 2023
    • Volume 7 (1) 2024
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