Reflective dialogue refers to the discourse and practices that promote deep reflection on learning which facilitates the development of learner autonomy. This research cluster incorporates advising, teaching, and mentoring and could include a research focus on face-to-face dialogue, written / text / multimodal exchanges, and tools that facilitate the co-construction of thinking. We are particularly interested in investigating the impact of reflective dialogue on the promotion of autonomous learning. If you are interested in joining one of our current projects, or proposing a related project, please get in touch.
Publications related to reflective dialogue
Bennett, P. A., & Yarwood, A. (2021). A case for scaffolding reflection. The PanSIG Journal 2020, 55-62. https://pansig.org/publications/2020/2020_PanSIG_Journal.pdf
Carson, L. (2012). Developing a deeper understanding of learning processing during unguided complex learning tasks: Implications for language advising. Studies in Self-Access Learning Journal, 3(1), 6-23. Retrieved from http://sisaljournal.org/archives/march12/carson/
Carson, L., &. Mynard, J. (2012). Introduction. In J. Mynard & L. Carson (Eds.), Advising in language learning: Dialogue, tools and context (pp. 3-25). Pearson Education.
Davies, H., Stevenson, R., & Wongsarnpigoon, I. (2019). Shifting roles in continuous advising sessions. Relay Journal, 2(1), 69-72. https://doi.org/10.37237/relay/020110
Edlin, C., & Yarwood, A. (2019). Advisor as an empowerer. Relay Journal, 2(1), 63-65. https://doi.org/10.37237/relay/020108
Imamura, Y., & Shelton-Strong, S. (2019). Advisor as a significant other. Relay Journal, 2(1), 66-68. https://doi.org/10.37237/relay/020109
Kato, S. (2012). Professional development for learning advisors: Facilitating the intentional reflective dialogue. Studies in Self-Access Learning Journal, 3(1), 74-92. retrieved from http://sisaljournal.org/archives/march12/kato/
Kato, S. (2017). Effects of drawing and sharing a ‘picture of life’ in the first session of a mentoring program for experienced learning advisors. Studies in Self-Access Learning Journal, 8(3), 274-290. Retrieved from https://sisaljournal.org/archives/sep2017/kato/
Kato, S. (2020). 学習アドバイジングにおける学習者オートノミーの育成： 脳メカニズムへの影響に関する一考察.Promoting learner autonomy through advising in language learning: Effects on the brain system, The Journal of Graduate School of Language Sciences, Kanda University of International Studies, 26, 1-12. LINK
Kato, S. (2022). Establishing high-quality relationships through a mentoring programme: Relationships motivation theory. In J. Mynard & S. J. Shelton-Strong (Eds.), Autonomy support beyond the language learning classroom: A self-determination theory perspective. Routledge.
Kato, S., & Mynard, J. (2015). Reflective dialogue: Advising in language learning. New York, NY: Routledge.
Kato, S., & Mynard, J. (2022).リフレクティブ・ダイアローグ 学習者オートノミーを育む言語学習アドバイジング [Fostering autonomy through advising in language learning.] Osaka University Press.
Kato, S., & Sugawara H. (2009). Action-oriented Language Learning Advising: A new approach to promote independent language learning. The Journal of Kanda University of International Studies, 21, 455 – 476. LINK
Lammons, E. (2012). Silence is at the heart. Independence, 54, 29-32.
Ludwig, C., & Mynard, J. (Eds.) (2012). Autonomy in language learning: Advising in action. Canterbury, UK: IATEFL. (contents page here)
Mynard, J. (2010). Promoting cognitive and metacognitive awareness through self-study modules: An investigation into advisor comments. In W. M. Chan, S. Chi, K. N. Chin, J. Istanto, M. Nagami, J. W. Sew, T. Suthiwan, & I. Walker (Eds.), Proceedings of the Fourth Centre for Language Studies International Conference (pp. 610-627). Singapore: National University of Singapore. Retrieved from https://www.academia.edu/356931/PROMOTING_COGNITIVE_AND_METACOGNITIVE_AWARENESS_THROUGH_SELF-STUDY_MODULES_AN_INVESTIGATION_INTO_ADVISOR_COMMENTS
Mynard, J. (2012). An analysis of written advice on self-directed learning modules and the effect on learning. Studies in Linguistics and Language Teaching, 23, 125-150.
Mynard, J. (2012). A suggested model for advising in language learning. In J. Mynard & L. Carson (Eds), Advising in language learning: Dialogue, tools and context (pp. 26-41). Pearson.
Mynard, J. (2014). Advising for language learner autonomy: The what, the why and the how. JACET Tohoku Newsletter, 40, 2-3. Retrieved from https://www.academia.edu/6467498/Advising_for_Language_Learner_Autonomy_The_What_the_Why_and_the_How
Mynard, J. (2017). The role of advising in developing an awareness of learning processes: Three case studies. Studies in Linguistics and Language Teaching, 28, 123-161. LINK
Mynard, J. (2018). “Still sounds quite a lot to me, but try it and see”. Reflecting on my non-directive advising stance. Relay Journal, 1(1), 98-107. https://doi.org/10.37237/relay/010109
Mynard, J. (2019). Advising and self-access learning: Promoting language learner autonomy beyond the classroom. In H. Reinders, S. Ryan, & S. Nakamura (Eds.) Innovations in language learning and teaching: The case of Japan (pp. 185-220). Cham, Switzerland: Palgrave Macmillan. LINK
Mynard, J. (2020). Advising for language learner autonomy: Theory, practice, and future directions. In M. Jiménez Raya & F. Vieira (Eds.), Autonomy in language education: Theory, research and practice (pp. 46-62). Routledge. https://doi.org/10.4324/9780429261336
Mynard, J. (2020). Advising, metacognition, and motivation in language learning: A neuroscientific perspective. 64-45. Pp】研究論文）【2020（第26号 言語科学研究 神田外語大学大学院紀要 [Language Science Research, KUIS Graduate School Bulletin, 26, 45-64.] Available here
Mynard, J. (2021). Presentation summary: The shifting role of advising in self-access: How can we support the basic psychological needs of our students? AILA RenLA Newsletter, December 2021, 7.
Mynard, J., & Carson, L. (Eds.) (2012). Advising in language learning: Dialogue, tools and context. Longman.
Mynard, J., Kato, S., & Yamamoto, K. (2018). Reflective practice in advising: Introduction to the column. Relay Journal, 1(1), 55-64. https://doi.org/10.37237/relay/020107
Mynard, J., & Kato, S. (2022). Enhancing language learning beyond the classroom through advising. In H. Reinders, C. Lai, & P. Sundqvist (Eds.), The Routledge handbook of language learning and teaching beyond the classroom (pp. 244-270). Routledge.
Shelton-Strong, S. J. (2020). Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective. Language Teaching Research, 1-23. https://doi.org/10.1177/1362168820912355 / https://oasis-database.org/concern/summaries/cj82k7459?locale=en
Shelton-Strong, S. J. (2022). Conclusion: Where to go from here? In J. Mynard & S. J. Shelton-Strong (Eds.), Autonomy support beyond the language learning classroom: A self-determination theory perspective. Routledge.
Shelton-Strong, S. J., & Tassinari, M. J. (2022). Facilitating an autonomy-supportive learning climate: Advising in language learning and basic psychological needs. In J. Mynard & S. J. Shelton-Strong (Eds.), Autonomy support beyond the language learning classroom: A self-determination theory perspective. Routledge.
Thornton, K. (2012). Target language or L1: Advisors’ perceptions on the role of language in a learning advisory session. In J. Mynard & L. Carson (Eds.), Advising in language learning: Dialogue, tools and context. Pearson Education.
Thornton, K., & Mynard, J. (2012). Investigating the focus of advisor comments in a written advising dialogue. In C. Ludwig and J. Mynard (Eds.), Autonomy in language learning: Advising in action (pp. 137-153). IATEFL.
Tweed, A. D. (2019). What learning advisors bring to speaking practice centers. Relay Journal, 2(1), 182-189. https://doi.org/10.37237/relay/020122
Valdivia, S., McLoughlin, D., & Mynard, J. (2012). The portfolio: A practical tool for advising learners in a self-access centre in Mexico. In J. Mynard & L. Carson (Eds.), Advising in language learning: Dialogue, tools and context (pp. 205-210). Pearson Education.
Yamaguchi, A., Hasegawa, Y., Kato, S., Lammons, E., McCarthy, T., Morrison, B. R., Mynard, J., Navarro, D., Takahashi, K., & Thornton, K. (2012). Creative Tools that Facilitate the Advising Process. In C. Ludwig and J. Mynard (Eds.) Autonomy in language learning: Advising in action (pp. 115-136). Canterbury, UK: IATEFL. retrieved from https://www.academia.edu/2861751/Creative_tools_that_facilitate_the_advising_process
Yamamoto, K. (2017). Imagined community, imagined self: Identity construction in language socialization outside the classroom. Studies in Linguistics and Language Teaching, 28, 215-240.
Yamamoto, K. (2018). The journey of ‘becoming’ a learning advisor: A reflection on my first-year experience. Relay Journal, 1(1), 108-112. https://doi.org/10.37237/relay/010110
Yamamoto, K. (2019). Behind the scenes of an advising session: Weaving together learning advisors’ voices. Relay Journal, 2(1), 60-62. https://kuis.kandagaigo.ac.jp/relayjournal/issues/jan19/yamamoto_k/
Yamamoto, K., & Imamura, K. (2020). 対話の中で成長する学習者オートノミー: セルフアクセスセンターにおける社会的学習機会の考察 Developing Learner Autonomy through Dialogue: Considering Social Learning Opportunities in Self-Access Centers. In C. Ludwig, M. G. Tassinari & J. Mynard (Eds), Navigating foreign language learner autonomy. Hong Kong: Candlin & Mynard.
Yamashita, H., & Mynard, J. (2015). Dialogue and advising in self-access learning: Introduction to the special issue. Studies in Self-Access Learning Journal, 6(1), 1-12. Retrieved from http://sisaljournal.org/archives/mar15/editorial/
Yarwood, A., Asaizumi, M., & Kawauchi, M. (2021). Introduction to advising for university students: Providing the tools to Self-Advise and prompt reflection in others. Relay Journal, 4(2), 78-98. https://doi.org/10.37237/relay/040204