About RILAE
The Research Institute for Learner Autonomy Education (RILAE) was established in April 2017 at Kanda University of International Studies (KUIS). Its aim is to promote research, professional development, and best practice in developing lifelong autonomous learning.
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Research Institute for Learner Autonomy Education (RILAE)
Kanda University of International Studies
Wakaba 1-4-1
Mihama-ku
Chiba
Japan
261-0014Email: rilae@kuis.ac.jp
Author Archives: Emma Asta
Language Strategy Use Inventory
Purposes: To help students gain awareness of new strategies they can use in language learning To have students identify others who have tried similar and different strategies To enhance language learning (if any part of this activity is done in … Continue reading
Posted in Language, Learning strategies, Questionnaire
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Learning Style Survey
Purposes: To raise students’ awareness of their own learning style preferences To encourage students to expand their learning style repertoire To help students get to know each other and foster respect for and awareness of diversity in learning styles Source: http://carla.umn.edu/maxsa/documents/LearningStyleSurvey_MAXSA_IG.pdf
Posted in Learning strategies, Personality, Questionnaire
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Culture Learning Strategies Inventory
Purposes: To highlight the strategies students already have for communicating across cultures To help students recognize additional strategies for improving their cross-cultural communication Source: http://carla.umn.edu/maxsa/documents/CultureLearningStrategiesInventory_MAXSA_IG.pdf
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Perceived Autonomy Support: The Learning Climate Questionnaire (LCQ)
Purpose: To determine the degree to which the target individuals perceive people in positions of authority–their teachers, managers, health care providers, or coaches–to be autonomy-supportive. Sources: http://selfdeterminationtheory.org/perceived-autonomy-support/ http://youthrex.com/wp-content/uploads/2017/06/LCQ-TM.pdf
Index of Autonomous Functioning (IAF)
Purpose: To determine trait autonomy based on three theoretically derived subscales assessing authorship/self-congruence, interest-taking, and low susceptibility to control. Source: http://selfdeterminationtheory.org/iaf/
The Self-Determination Scale (SDS)
Purpose: To assess individual differences in the extent to which people tend to function in a self-determined way. Source: https://kellyholloway.weebly.com/uploads/1/1/7/0/11708533/sdsfull.pdf
Perceived Competence Scales (PCS)
Purpose: To assess feelings of competence about an area. Source: http://selfdeterminationtheory.org/perceived-competence-scales/
The Self-Regulation Questionnaires
Purpose: To assess individual differences in the types of motivation or regulation. Sources: http://selfdeterminationtheory.org/self-regulation-questionnaires/ https://casaa.unm.edu/inst/SelfRegulation%20Questionnaire%20(SRQ).pdf
The General Causality Orientations Scale (GCOS)
Purpose: To assess the strength of three different motivational orientations (autonomy, controlled, impersonal) within an individual. Source: http://selfdeterminationtheory.org/general-causality-orientations-scale/
Mindfulness, Attention, Awareness Scale
Purpose: To assess a core characteristic of dispositional mindfulness, namely, open or receptive awareness of and attention to what is taking place in the present. Sources: http://selfdeterminationtheory.org/mindfulness-attention-awareness/ https://ppc.sas.upenn.edu/resources/questionnaires-researchers/mindful-attention-awareness-scale https://kirkwarrenbrown.vcu.edu/wp-content/scales/MAAS%20trait%20research-ready%20+%20intro.pdf