Dominique Vola Ambinintsoa, Kanda University of International Studies
Emily A. Marzin, Kanda University of International Studies
Isra Wongsarnpigoon, Kanda University of International Studies<\/p>\n\n\n\n
Welcome to Volume 9 of Relay Journal<\/em>. In keeping with the mission of the Research Institute for Learner Autonomy Education, this journal promotes research and practice in learner and teacher autonomy and fosters an active community of researcher-practitioners. The contributions in this issue reflect that mission by connecting theory with practice to support the development of autonomous language learners. This issue comprises two featured papers, an article exploring an article reporting on the use of action research to explore teacher autonomy, three reflective practice papers, and a perspective paper focusing on attention-deficit\/hyperactivity disorder (ADHD).<\/p>\n\n\n\n The first featured paper by Diego Mideros <\/strong>explores how students\u2019 digital footprints in a learning management system (LMS) can inform an understanding of engagement and autonomy in online and blended learning. Drawing on data from a compulsory Spanish language course at a university in the English-speaking Caribbean, Mideros proposes transforming individual activity reports into descriptive narratives that trace students\u2019 learning trajectories. This approach offers a way to interpret LMS activity data qualitatively, providing insight into students\u2019 independent engagement with course resources and tasks.<\/p>\n\n\n\n In the second featured paper, Nikan Fujii <\/strong>and Isobel Hook<\/strong> discuss the use of ChatGPT in supporting learner autonomy in EFL writing and speaking through a qualitative classroom-based case study at a private university in western Japan. Drawing on teaching observations, field notes, student reflections, and ChatGPT interaction logs collected over two semesters, their study explores learners\u2019 engagement with AI in English seminar and writing classes. The findings suggest that autonomy-supportive uses of AI were associated with personalized learning and agency, scaffolding for independent learning, and affective support and risk-taking.<\/p>\n\n\n\n The third paper in this issue is written by Ross Sampson<\/strong>, who reflects on his exercising of teacher autonomy through the implementation of action research. Sampson examines the extent to which his geography course aligns with Content and Language Integrated Learning principles through iterative action research cycles of planning, acting, and reflecting. Using Coyle et al.\u2019s (2010) 4 Cs framework, he analysed data from student surveys conducted during a one-semester course. His findings indicate that students valued the course\u2019s content-driven approach, but cognitive load and difficulties with vocabulary acquisition limited their understanding of the subject matter. The paper highlights how teacher autonomy, exercised through action research, can inform pedagogical changes that better address learners\u2019 needs.<\/p>\n\n\n\n Relay Journal <\/em>encourages reflection through its dedicated reflective practice columns. The first reflective paper, by Moira Fortin Cornejo<\/strong> and Antonie Alm<\/strong>, <\/strong>is a follow-up to an earlier reflection on an advising session using the Wheel of Language Learning (Alm & Fortin, 2024). The paper explores how Fortin Cornejo\u2019s learning intentions developed during intensive French study in France. Drawing on two months of blog posts as autoethnographic reflections, she traces how a structured reflective routine broadened into an exploration of emotion, time, and identity through classroom learning, everyday encounters, and professional communication.<\/p>\n\n\n\n In the second reflective paper, Tomoko Noda<\/strong> reflects on her experience as a novice advisor-teacher supporting a Japanese EFL high school student through advising sessions. Focusing on the advisee\u2019s preparation for a proficiency interview, the author shows how the intentional reflective dialogue, the advising strategies, techniques, and tools have contributed to shaping the learner\u2019s reflection and decision-making. This paper provides insights into both the advisee\u2019s growing awareness and autonomy and the advisor\u2019s ongoing development of reflective advising practice.<\/p>\n\n\n\n The third reflective paper by Alison Koga<\/strong> explores how an advising session, initially designed around the Goal Pyramid tool, evolved into a discussion of the learner\u2019s motivation, beliefs, and emotional relationship with language learning. Through open-ended questions, reflective listening, and metaphor-based prompts, the advisor responded to the learner\u2019s emerging concerns rather than adhering to the planned goal-setting activities. The paper highlights the value of flexibility in advising, showing how responsive conversations can help learners recognize and articulate changes in their perspectives.<\/p>\n\n\n\n The final paper of this issue appears in the perspectives column. The author, Robert Dykes<\/strong>, explores ADHD as both a neurological difference and an issue of educational access, with a particular focus on the Japanese context. Drawing on his own experience of living with ADHD, the author looks at how executive dysfunction, emotional regulation, and task paralysis may affect learning. The paper also translates coping strategies into classroom practices, including gamification and the use of generative AI chatbots to support task clarification, planning, and re-engagement.<\/p>\n\n\n\n We would like to thank Tamiko Tsukinoki, Ayaka Shioya, and Megumi Najima for their vital contributions to the timely publication of this issue. Relay Journal<\/em> features a post-publication open review system, so readers are warmly invited to engage with the articles by sharing their comments in the \u201cLeave a reply\u201d sections provided under each paper.<\/p>\n\n\n\n Notes on the Editors<\/strong><\/p>\n\n\n\n Dominique Vola Ambinintsoa is a senior learning advisor and lecturer at Kanda University of International Studies in Japan. She holds a PhD in Applied Linguistics (Victoria University of Wellington, New Zealand) and an Ed.M in TESOL (State University of New York at Buffalo, US). Her research interests include learner autonomy, self-regulated learning, psychology of language learning, and advising in language learning.<\/p>\n\n\n\n Emily A. Marzin is a learning advisor and a lecturer at Kanda University of International Studies, Japan. She completed a Master in Didactics at Jean Monnet University, France and an EdD at The Open University, UK. Her research interests are self-directed learning and intercultural communication.<\/p>\n\n\n\n Isra Wongsarnpigoon is a lecturer in the Faculty of Global Liberal Arts at Kanda University of International Studies. He holds an M.S.Ed from Temple University, Japan Campus. His interests include multilingualism and translanguaging in language learning, learning spaces and environments, and learner autonomy.<\/p>\n\n\n\n References<\/strong><\/p>\n\n\n\n Alm, A., & Fortin, M. (2024). Spinning the wheel of reflection: Facilitating language learning insights through advising. Relay Journal<\/em>, 7<\/em>(2), 83\u201397. https:\/\/doi.org\/10.37237\/relay\/070203<\/a><\/p>\n\n\n\n Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning<\/em>. Cambridge University Press. <\/a>https:\/\/doi.org\/10.1017\/9781009024549<\/a><\/p>\n","protected":false},"excerpt":{"rendered":" Dominique Vola Ambinintsoa, Kanda University of International StudiesEmily A. Marzin, Kanda University of International StudiesIsra Wongsarnpigoon, Kanda University of International Studies Welcome to Volume 9 of Relay Journal. 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