There has been a recent interest in environmental and contextual factors affecting autonomous language learning. As RILAE was created to develop the research agenda of the self-access learning center (SALC) at KUIS. In the coming years, research needs to investigate questions such as the following: What affordances of space design can have an impact on language learner autonomy? What can we observe about the learning communities in the SALC? How can we foster a community-based approach to language learning? If you are interested in joining one of our current projects, or proposing a related project, please get in touch.
Publications related to learning communities and spaces
Ambinintsoa, D. V., & Watkins, S. (2023). Promoting peer collaboration to develop learner autonomy – examples from a Self-Access Center (SAC). In T. Muller, J. Adamson., S. Herder, & P. S. Brown (eds.), Re-envisioning language teaching & learning in Asia. iTDi Publishing .
Burke, M., Hooper, D., Kushida, B., Lyon, P., Mynard, J., Sampson, R., & Taw, P. (2018). Observing a social learning space: A summary of an ethnographic project in progress. Relay Journal, 1(1), 209-220.
Chen, A., & Mynard, J. (2018). Student perceptions of the English Lounge after a layout change. RelayJournal, 1(1), 221-235.
Hauser, E., Bennett, P. A., Jackson, D. O. (2024). Sociability and joint attention at the SALC service counter. JASAL Journal, 5(1), 28–44.
Mynard, J. (2020). Ethnographies of self-access language learning. Studies in Self-Access Learning Journal, 11(2), 86-92. https://doi.org/10.37237/110203
Mynard, J. (2020). Understanding identity in a social learning space. In J. Mynard, M. Burke, D. Hooper, B. Kushida, P. Lyon, R. Sampson, & P. Taw (2020). Dynamics of a social language learning community: Beliefs, membership and identity. Multilingual Matters.
Mynard, J. (2022). Reimagining the self-access centre as a place to thrive. In J. Mynard & S. J. Shelton-Strong (Eds.), Autonomy support beyond the language learning classroom: A self-determination theory perspective. Routledge.
Mynard, J. (2023). Autonomy-supportive self-access learning: Meeting the needs of our students. In K. Schwienhorst & J. Ramos-Gonzalez (Eds.), Making space for autonomy in language learning (pp. 20-36). Candlin & Mynard. https://www.candlinandmynard.com/nordic14.html
Mynard, J. (2023). Autonomy support within and outside the language classroom: Evaluating our practices. In C. Ludwig, M. G. Tassinari, A. Ruiz Guerrero, & K. Nagao (Eds.), Developing learner autonomy in foreign language learning: Papers from the Independent Learning Association Conference, Mexico, June 2021 (pp. 17–38). Candlin & Mynard. https://doi.org/10.47908/29/1
Mynard, J. Ambinintsoa, D. V., Bennett, P. A., Castro, E., Curry, N., Davies, H., Imamura, Y., Kato, S., Shelton-Strong, S. J., Stevenson, R., Ubukata, H., Watkins, S., Wongsarnpigoon, I., & Yarwood, A. (2022). Reframing self-access: Reviewing the literature and updating a mission statement for a new era. Studies in Self-Access Learning Journal, 13(1), 31–59. https://doi.org/10.37237/130103
Mynard, J., Burke, M., Hooper, D., Kushida, B., Lyon, P., Sampson, R., & Taw. P. (2020). Dynamics of a social language learning community: Beliefs, membership and identity. Multilingual Matters. https://www.multilingual-matters.com/page/detail/?k=9781788928892
Mynard, J., Burke, M., Hooper, D., & Sampson, R. (2020). Understanding learner beliefs and other individual differences in a social learning space. In J. Mynard, M. Burke, D. Hooper, B. Kushida, P. Lyon, R. Sampson, & P. Taw (2020). Dynamics of a social language learning community: Beliefs, membership and identity. Multilingual Matters.
Mynard, J., & Shelton-Strong, S. J. (2020a). Evaluating a self-access learning centre: A self-determination theory perspective. In Pattison, T. (Ed.), IATEFL 2019 Liverpool conference selections (pp. 41-42). LINK
Mynard, J., & Shelton-Strong, S. J. (2020b). Investigating the autonomy-supportive nature of a self-access environment: A self-determination theory approach. In J. Mynard, M. Tamala & W. Peeters (Eds.), Supporting learners and educators in developing language learner autonomy (pp. 77-117). Hong Kong: Candlin & Mynard. LINK
Pemberton, C., MacDonald, E., Marzin, E., & Castro, E. (2023) Self-Access and learner autonomy in multiple contexts. JASAL Journal, 4(2). https://jasalorg.com/self-access-and-learner-autonomy-in-multiple-contexts/
Pemberton, C., Marzin, E., Mynard, J. & Wongsarnpigoon, I. (2023). Evaluation of SALC inclusiveness: What do our users think? JASAL Journal, 4(1), 5–31. https://jasalorg.com/evaluation-of-salc-inclusiveness-what-do-our-users-think/
Watkins, S. (2021). Becoming autonomous and autonomy-supportive of others: Student community leaders’ reflective learning experiences in a leadership training course. JASAL Journal, 2(1), 4–25. https://jasalorg.com/watkins/
Watkins, S. (2022). Creating social learning opportunities outside the classroom: How interest-based learning communities support learners’ basic psychological needs. In J. Mynard & S. J. Shelton-Strong (Eds.), Autonomy support beyond the language learning classroom: A self-determination theory perspective. Routledge.
Watkins, S., & Hooper, D. (2023). From student to community leader: A guide for autonomy-supportive leadership development. Candlin & Mynard. https://doi.org/10.47908/25
Watkins, S., & Mynard, J. (2023). Leaderful practices beyond the classroom: Examining how students thrive within a complex dynamic ecosystem. In S. Egitim, S. & Y. Umemiya (Eds.), Leaderful classroom pedagogy through an interdisciplinary lens: Merging theory with practice (pp. 35-52). Springer. https://link.springer.com/chapter/10.1007/978-981-99-6655-4_3
Wongsarnpigoon, I., & Imamura, Y. (2020). Nurturing use of an English speaking area in a multilingual self-access space. JASAL Journal, 1(1), 139–147. [LINK]
Wongsarnpigoon, I., & Imamura, Y. (2021). Exploring understandings of multilingualism in a social learning space: A duoethnographic account. In A. Barfeld, O. Cusen, Y. Imamura, & R. Kelly (Eds.), The Learner Development Journal Issue 5: Engaging with the Multilingual Turn for Learner Development: Practices, Issues, Discourses, and Theorisations (pp. 74-91). Tokyo: The Japan Association for Language Teaching (JALT) Learner Development Special Interest Group. [LINK]