{"id":541,"date":"2018-09-27T19:13:12","date_gmt":"2018-09-27T10:13:12","guid":{"rendered":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/?page_id=541"},"modified":"2020-09-14T10:28:45","modified_gmt":"2020-09-14T01:28:45","slug":"shelton-strong_mynard","status":"publish","type":"page","link":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/sep18\/shelton-strong_mynard\/","title":{"rendered":"Affective Factors in Self-Access Learning"},"content":{"rendered":"

Scott J. Shelton-Strong and Jo Mynard, Kanda University of International Studies, Chiba, Japan<\/strong><\/p>\n

Shelton-Strong, S. J., & Mynard, J. (2018). Affective factors in self-access learning.\u00a0Relay Journal, 1<\/i>(2), 275-292.\u00a0https:\/\/doi.org\/10.37237\/relay\/010204<\/p>\n

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Abstract<\/p>\n

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 students. Developing an awareness and control of affective factors is approached in several ways at the authors\u2019 institution. For example, the course incorporates activities designed to raise awareness of affective factors while also engaging learners in social interaction with others; individual advising sessions often focus on feelings and psychological factors; a guided reflective journal asks learners to monitor their motivation and emotions; and the self-access centre provides affective support in the form of worksheets and leaflets. This paper will include a focus on examples of course activities and students\u2019 work, followed by a discussion of the effectiveness and challenges of the practical interventions.<\/span><\/p>\n

Keywords:<\/span><\/i> affect, self-directed learning, emotions, language learning, self-access<\/span><\/p>\n

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The term \u2018affect\u2019 incorporates a wide range of mental phenomena including moods, emotions, and feelings and is an under-researched area of language development (Oxford, 2011, 2017). Forgas (2000) distinguishes moods and emotions by describing the former as being less intense and more enduring, while the latter appear to be more sharply defined, intense and enjoy shorter life-spans. Affective states, of course, extend to and include both extremes of positive and negative feelings. These have been mapped to the different ways a person might respond to the loss or gain of something of value, their reaction to a perceived threat, or aspiration towards achieving that which is valued (van Deurzen, 2012). Affect and cognition have been identified as interlinked and interdependent (Duncan & Barret, 2007) with each having a naturally significant effect on the other. Affective factors can have an impact on many of the roles we undertake in life, and are particularly salient in areas in which we may feel vulnerable, or which require a deep emotional investment. Learning a second or additional language can be considered to be one of these areas, as affective issues can influence a learner\u2019s motivation, confidence and drive to remain committed to this lifelong endeavour, particularly in the early stages.<\/span><\/p>\n

This paper introduces an approach to fostering an awareness of affect and a familiarisation with a range of tools which language learners might find useful to manage changing moods and emotions, and thus have an impact on their approach to, and success in, language learning related activities (Oxford, 2017, p. 213). To do this, we will examine a self-directed learning course which we offer to students as a credit-bearing elective, which is called the Effective Learning Module (ELM). This course is completed independently by students outside of the classroom, and incorporates written and face to face advising as support. <\/span><\/p>\n

We will begin by providing an overview of the context within which our work as Learning Advisors (LAs) and this course are situated, and discuss our reasons to support a focus on affective issues in our work. This will be followed by a brief overview of our self-directed learning courses, and an in-depth look at ways in which we attend to affective factors on these. We will then present examples of the tools, course materials, and activities we use, as well as share an example of a student\u2019s work and related reflections. Finally, we will discuss our views on the effectiveness and challenges involved in embedding a focus on affect into such a course.<\/span><\/p>\n

Context<\/b><\/p>\n

The context for this paper is the Self-Access Learning Center (SALC) at Kanda University of International Studies (KUIS) in Chiba, Japan where we work. KUIS is a small but progressive, private university specialising in international languages and cultures. The SALC provides our students access not only to a variety of resources, but also to advising sessions, self-directed learning courses, learning communities, learning spaces and focused workshops. KUIS is a unique university dedicated to language learning, and has approximately 4000 students majoring in different languages. In addition, all undergraduates are required to take English courses. The SALC is now in its third metamorphosis, continuing to develop from its beginnings in the year 2001. Currently, although SALC use is optional, we have approximately 1000 student visitors per day, and in this context, our work with these students takes place primarily outside of the classroom. Learner autonomy, in this environment, in part, is fostered through reflective practice and dialogue, which focuses on the development of the skills and mindset necessary to encourage lifelong learning. The concept of community is highlighted, as we strongly believe that the social dimension of learning has an important role to play. As LAs we are dedicated to promoting language learner autonomy, and the SALC mission is as follows:<\/span><\/p>\n

The SALC aims to foster lifelong learner autonomy as an international community by empowering learners to engage in reflective practice and take charge of their language learning. <\/span><\/i>(Mission Statement, SALC Handbook, 2018)<\/span><\/p>\n

Focus on Affect<\/b><\/p>\n

One of the reasons we focus intentionally on affect is that three of the core objectives we have for our learners are influenced either directly or indirectly by affective factors. <\/span><\/p>\n

Learner objectives influenced by affective factors:<\/span><\/p>\n