{"id":831,"date":"2019-02-07T16:55:41","date_gmt":"2019-02-07T07:55:41","guid":{"rendered":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/?page_id=831"},"modified":"2019-03-29T17:39:33","modified_gmt":"2019-03-29T08:39:33","slug":"jan19","status":"publish","type":"page","link":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/","title":{"rendered":"Volume 2 (1) January 2019"},"content":{"rendered":"<p><span style=\"color: #000000;\">January, 2019.<\/span><\/p>\n<p><em><a href=\"https:\/\/drive.google.com\/file\/d\/1quFc0xQhub7kbNtxAh-FYL1HmgIz4EmQ\/view?usp=sharing\" target=\"_blank\" rel=\"noopener\">Download complete issue<\/a><\/em><\/p>\n<p><span style=\"color: #000000;\"><b>Editorial <\/b>by<b>\u00a0<\/b>Sin Wang Chong and\u00a0H\u00fclya\u00a0\u015een [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/editorial\/\">FULL TEXT<\/a>]<\/span><\/p>\n<h4><span style=\"color: #000000;\"><strong>Featured Articles<\/strong><\/span><\/h4>\n<ul>\n<li><span style=\"color: #000000;\"><strong>The Effects of Music in the Foreign Language Learning Classroom\u00a0<\/strong>by Phillip A. Bennett [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/bennett\/\">FULL TEXT<\/a>]<\/span><\/li>\n<li><span style=\"color: #000000;\"><strong>A Sociocultural Approach to Learner Autonomy in the Language Classroom<\/strong> by Tetsushi Ohara [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/ohara\/\">FULL TEXT<\/a>]<\/span><\/li>\n<li><span style=\"color: #000000;\"><strong>Common Factors of Motivated Individuals <\/strong>by Joshua McMillen\u00a0[<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/mcmillen_1\/\">FULL TEXT<\/a>]<\/span><\/li>\n<\/ul>\n<h4><strong style=\"color: #000000; font-size: 19px; letter-spacing: 0.13333em; text-transform: uppercase;\">Reflective Practice<\/strong><\/h4>\n<ul>\n<li><strong>Introduction to the Column<\/strong> by Kie Yamamoto [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/reflective_column_introduction\/\">FULL TEXT<\/a>]<\/li>\n<li><span style=\"color: #000000;\"><strong>Reflection Through Dialogue: Conducting a Mentoring Session with a <em>Juku<\/em> Colleague Using the \u2018Wheel of Reflection\u2019 Tool<\/strong> by Ewen MacDonald [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/macdonald\/\">FULL TEXT<\/a>]<\/span><\/li>\n<li><span style=\"color: #000000;\"><strong>Behind the Scenes of an Advising Session: Weaving Together Learning Advisors&#8217; Voices<\/strong> by Kie Yamamoto\u00a0[<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/yamamoto_k\/\">FULL TEXT<\/a>]<\/span><\/li>\n<li><span style=\"color: #000000;\"><b>Advisor as an Empowerer\u00a0<\/b>by Curtis Edlin and Amelia Yarwood [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/edlin_yarwood\/\">FULL TEXT<\/a>]<\/span><\/li>\n<li><span style=\"color: #000000;\"><strong>Advisor as a Significant Other<\/strong>\u00a0by Yuri Imamura and Scott Shelton-Strong [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/imamura_shelton-strong\/\">FULL TEXT<\/a>]<\/span><\/li>\n<li><span style=\"color: #000000;\"><strong>Shifting Roles in Continuous Advising Sessions\u00a0<\/strong>by Huw Davies, Robert Stevenson and Isra Wongsarnpigoon [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/davies_et_al\/\">FULL TEXT<\/a>]<\/span><\/li>\n<\/ul>\n<h4><span style=\"color: #000000;\"><strong>curriculum-based approaches<\/strong><\/span><\/h4>\n<ul>\n<li><strong>Introduction to the Column<\/strong> by Neil Curry and Jo Mynard [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/curriculum_column_introduction\/\">FULL TEXT<\/a>]<\/li>\n<li><span style=\"color: #000000;\"><strong>A New Direction: Developing a Curriculum for Self-Directed Learning Skills\u00a0<\/strong>by Neil Curry [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/curry\/\">FULL TEXT<\/a>]<\/span><\/li>\n<li><strong><span style=\"color: #000000;\">Measuring the Effectiveness of Time Management Training in EFL Classes: Phase 1 of a Mixed Methods Study\u00a0<\/span><\/strong><span style=\"color: #000000;\">by Christopher Arnott, Neil Curry, Phoebe Lyon and Jo Mynard\u00a0 [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/arnott_et_al\/\">FULL TEXT<\/a>]<\/span><\/li>\n<\/ul>\n<h4><span style=\"color: #000000;\"><strong>case Studies<\/strong><\/span><\/h4>\n<ul>\n<li><strong>Introduction to the Column<\/strong> by Jason Brown and Huw Davies [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/case-studies_column_introduction\/\">FULL TEXT<\/a>]<\/li>\n<li><span style=\"color: #000000;\"><strong>A Case Study of Two Japanese English Learners: Their Motivation and Concept of English<\/strong> by Azusa Yamamoto [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/yamamoto_a\/\">FULL TEXT<\/a>]<\/span><\/li>\n<li><span style=\"color: #000000;\"><strong>A Case Study of Learner Identity and Motivation in a Social Learning Space\u00a0<\/strong>by\u00a0Daniel Hooper [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/hooper\/\">FULL TEXT<\/a>]<\/span><\/li>\n<li><span style=\"color: #000000;\"><strong>The Impact of Students&#8217; Beliefs about English Language Learning on Out-of-Class Learning<\/strong> by Naoya Shibata [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/shibata\/\">FULL TEXT<\/a>]<\/span><\/li>\n<li><span style=\"color: #000000;\"><strong>Understanding the Language Learning Approaches of EFL Students in an Intensive English Course<\/strong> by Brien Datzman [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/datzman\/\">FULL TEXT<\/a>]<\/span><\/li>\n<li><span style=\"color: #000000;\"><strong>An Ethnographic Approach to Exploring Personality, Language Learning Strategies, and Second Language Acquisition<\/strong> by Yukiko Oki [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/oki\/\">FULL TEXT<\/a>]<\/span><\/li>\n<li><span style=\"color: #000000;\"><strong>An Exploratory Case Study of English Speaking Anxiety Faced by Successful and Less Successful Japanese Learners<\/strong>\u00a0by Hung Nguyen-Xuan [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/nguyen-xuan\/\">FULL TEXT<\/a>]<\/span><\/li>\n<\/ul>\n<h4><span style=\"color: #ffcc99;\"><strong><span style=\"color: #000000;\">Perspectives<\/span><\/strong><\/span><\/h4>\n<ul>\n<li><span style=\"color: #000000;\"><strong>Reflecting on Different Types of Successful Recasts and Uptake for a Motivated Adult Learner <\/strong>by Kyoko Gruendel [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/gruendel\/\">FULL TEXT<\/a>]<\/span><\/li>\n<li><span style=\"color: #000000;\"><strong>What Learning Advisors Bring to Speaking Practice Centers <\/strong>by Andrew D. Tweed [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/tweed\/\">FULL TEXT<\/a>]<\/span><\/li>\n<li><span style=\"color: #000000;\"><strong>Abstract Painting with Non-Sequiturs: A Transcription of a Conversation in English by Japanese Speakers <\/strong>by Joshua McMillen [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/mcmillen_2\/\">FULL TEXT<\/a>]<\/span><\/li>\n<li><span style=\"color: #000000;\"><strong>Is Speaking Pidgin Detrimental in the Classroom? Bridging SLA and Creoles <\/strong>by\u00a0James Wang [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/wang\/\">FULL TEXT<\/a>]<\/span><\/li>\n<\/ul>\n<h4><span style=\"color: #000000;\"><strong>Project SUMMARIES<\/strong><\/span><\/h4>\n<ul>\n<li><span style=\"color: #000000;\"><strong>Learner Autonomy Search Engine &amp; Repository<\/strong> by Sin Wang Chong, Jo Mynard and Hayo Reinders [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/chong_et_al\/\">FULL TEXT<\/a>]<\/span><\/li>\n<\/ul>\n<h4><span style=\"color: #000000;\"><strong>research in progress<\/strong><\/span><\/h4>\n<ul>\n<li><span style=\"color: #000000;\"><b>Autonomy and Interdependence in a Self-Directed Learning Course <\/b>by\u00a0Paul J. Moore, <span style=\"font-weight: 400;\">Jo Mynard, Isra Wongsarnpigoon and Kie Yamamoto [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/moore_et_al_1\/\">FULL TEXT<\/a>]<\/span><\/span><\/li>\n<li><span style=\"color: #000000;\"><b>Machine Translation for EFL <\/b>by Paul J. Moore,\u00a0Phil Murphy, Luann Pascucci and Scott Sustenance<b><span style=\"font-weight: 400;\">\u00a0[<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/moore_et_al_2\/\">FULL TEXT<\/a>]<\/span><\/b><\/span><\/li>\n<li><strong>Exploring Basic Psychological Needs in a Language Learning Center. Part 2: The Autonomy-Supportive Nature and Limitations of a SALC\u00a0<\/strong>by\u00a0Amelia Yarwood,\u00a0Andria Lorentzen,\u00a0Alecia Wallingford and\u00a0Isra Wongsarnpigoon [<a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/yarwood_et_al\/\">FULL TEXT<\/a>]<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>January, 2019. Download complete issue Editorial by\u00a0Sin Wang Chong and\u00a0H\u00fclya\u00a0\u015een [FULL TEXT] Featured Articles The Effects of Music in the Foreign Language Learning Classroom\u00a0by Phillip A. Bennett [FULL TEXT] A Sociocultural Approach to Learner Autonomy in the Language Classroom by Tetsushi Ohara [FULL TEXT] Common Factors of Motivated Individuals by Joshua McMillen\u00a0[FULL TEXT] Reflective Practice &hellip; <a href=\"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Volume 2 (1) January 2019&#8221;<\/span><\/a><\/p>\n","protected":false},"author":5,"featured_media":0,"parent":75,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/pages\/831"}],"collection":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/comments?post=831"}],"version-history":[{"count":21,"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/pages\/831\/revisions"}],"predecessor-version":[{"id":1161,"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/pages\/831\/revisions\/1161"}],"up":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/pages\/75"}],"wp:attachment":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/media?parent=831"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}