It is likely that technology will play a role in all of the other clusters, but there is merit in exploring the specific affordances of technology for promoting language learner autonomy. We take the view that learning should be at the forefront of technology use and we are interested in exploring the roles of apps, technology-based media / tools, AR, VR, and technology-based systems for effective learning management and the development of learner autonomy. Technology-based projects may require equipment, so please keep in mind that our operating budget is currently limited. If you are interested in proposing or collaborating on a project related to technology, please indicate possible funding options such as national grants.
Publications related to technology and autonomy (selected)
Ambinintsoa, D. V., Mynard, J., & Yamamoto, K. (2021). Promoting self-directed language learning: Transitioning from paper-based materials to online learning apps. In O. Viberg, J. Mynard, W. Peeters, & M. Saqr (Eds.), Harnessing the potentials of technology to support self-directed language learning in online learning settings. Proceedings of the 2020 STELLA Symposium, Stockholm, Sweden, October 15th to 16th, 2020. http://ceur-ws.org/Vol-2828/article_3.pdf
Bonner, E., & Frazier, E. (2018). Creating an augmented reality app for an enhanced self-access tour. Relay Journal, 1(1), 247-254. https://kuis.kandagaigo.ac.jp/relayjournal/issues/jan18/bonner_frazier/
Castellano, J., Mynard, J., & Rubesch, T. (2011). Student technology use in a self-access centre. Language Learning and Technology, 15(3), 12-27. Retrieved from http://llt.msu.edu/issues/october2011/actionresearch.pdf
Davies, H., Wongsarnpigoon, I., Watkins, S., Vola Ambinintsoa, D., Terao, R., Stevenson, R., Imamura, Y., Edlin, C., & Bennett, P. A. (2020). A self-access center’s response to COVID-19: Maintaining stability, connectivity, well-being, and development during a time of great change. Studies in Self-Access Learning Journal, 11(3), 135–147. https://doi.org/10.37237/110304
Edlin, C. (2018). A nested MOOC elective course: MOOCs for learner development, and learner development for MOOCs. Relay Journal, 1(1), 133-141. [FULL TEXT]
Edlin, C., & Bonner, E. (2018). Peer Scan: Leveraging augmented reality technology and crowdsourced feedback to help learners navigate to effective materials for self-access language learning. Relay Journal, 1(2). LINK
Lammons, E., Momata, Y., Mynard, J., Noguchi, J., & Watkins, S. (2016). Developing and piloting an app for managing self-directed language learning: an action research approach. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 342-347). Research-Publishing.net. doi:10.14705/rpnet.2015.000356
Manning, C., Morrison, B. R., & McIlroy, T. (2014). MOOCs in language education and professional teacher development: Possibilities and potential. Studies in Self-Access Learning Journal, 5(3), 294-308. Retrieved from http://sisaljournal.org/archives/sep14/manning_morrison_mcilroy/
McLoughlin, D., & Mynard, J. (2009). An analysis of higher order thinking in online discussions. Innovations in Education and Teaching International, 46(2), 147-160. Retrieved from https://www.academia.edu/356943/An_analysis_of_higher-order_thinking_in_online_discussions
Moore, P. J., Murphy, P., Pascucci, L., & Sustenance, S. (2019). Machine translation for EFL. Relay Journal, 2(1), 228-235. https://kuis.kandagaigo.ac.jp/relayjournal/issues/jan19/moore_et_al_2/
Moore, P. J., Mynard, J., Wongsarnpigoon, I., & Yamamoto, K. (2019). Autonomy and interdependence in a self-directed learning course. Relay Journal, 2(1), 218-227. https://kuis.kandagaigo.ac.jp/relayjournal/issues/jan19/moore_et_al_1/
Mynard, J. (2017). Investigating social presence in a social networking environment. In K. Van de Poel & C. Ludwig (Eds.). Collaborative language learning and new media: Insights into an evolving field (pp. 276-293). Germany: Peter Lang.
Mynard, J., & Murphy, P. (2012). An investigation into offering flexible language courses utilising blended learning. Studies in Linguistics and Language Teaching, 23, 101-137.
Mynard. J., & Troudi, S. (2014). The Internet chat room: A tool for promoting learner autonomy. In R. Al Mahrooqi & S. Troudi (Eds.), Using technology in foreign language teaching (pp. 162- 184). Newcastle upon Tyne, UK: Cambridge Scholars Publishing. (Link to Google Books)
Mynard, J., & Yamamoto, K. (2018). User perceptions of an app for managing self-directed language learning. Relay Journal, 1(2), 405-428. https://kuis.kandagaigo.ac.jp/relayjournal/issues/sep18/mynard_yamamoto/
Peeters, W. (2020a). Peer interaction and scaffolded support on social media: Exercising learner autonomy In J. Mynard, M. Tamala & W. Peeters (Eds.), Supporting learners and educators in developing language learner autonomy. Hong Kong: Candlin & Mynard.
Peeters, W. (2020b). Research agenda for supporting learners and educators in developing language learner autonomy. In J. Mynard, M. Tamala & W. Peeters (Eds.), Supporting learners and educators in developing language learner autonomy. Hong Kong: Candlin & Mynard.
Peeters, W. (2022). New perspectives on computer-mediated communication research: A social network analysis approach. In J. Colpaert, & G. Stockwell (Eds.), Smart CALL: Personalization, Contextualization, & Socialization (pp. 29-54). Castledown Publishers. https://doi.org/10.29140/9781914291012-3
Peeters, W., & Mynard, J. (2021). Supporting self-regulated language learning skills online: Awareness raising approaches for computer-supported collaboration. Language Awareness. https://doi.org/10.1080/09658416.2021.2018447
Peeters, W. & Pretorius, M. (2020). Facebook or fail-book: Exploring “community” in a virtual community of practice. ReCALL, 1–16. https://doi.org/10.1017/S0958344020000099
Saqr, M., & Peeters, W. (2022). Temporal networks in collaborative learning: A case study. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13187
Saqr, M., Peeters, W., & Viberg, O. (2021). The relational, co-temporal, contemporaneous, and longitudinal dynamics of self-regulation for academic writing. Research and Practice in Technology Enhanced Learning, 16, 1-22. [29]. https://doi.org/10.1186/s41039-021-00175-7
Viberg, O., Laaksolahti, J., Mynard, J., & Mavroudi, A. (2018). Assessing the potential role of technology in promoting self-directed language learning: A collaborative project between Japan and Sweden. Relay Journal, 1(2), 346-359. https://kuis.kandagaigo.ac.jp/relayjournal/issues/sep18/viberg-et-al/
Viberg, O., Mynard, J., Peeters, W., & Saqr, M. (Eds.). (2021). Harnessing the potentials of technology to support self-directed language learning in online learning settings. Proceedings of the 2020 STELLA Symposium, Stockholm, Sweden, October 15th to 16th, 2020. http://ceur-ws.org/Vol-2828
Yarwood, A., & Bennett, P. A. (2022). Engendering WTC in online learning spaces: Peer connectivity Is more important than we may think. In C. N. Giannikas (Ed.), Transferring language learning and teaching from face-to-face to online settings (pp. 227-246). IGI Global. http://doi.org/10.4018/978-1-7998-8717-1.ch012 [abstract]