Reflective Dialogue

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.

Current research projects

The impact of advising dialogue (RILS_JM_16-19)
​(funded by the Research Institute of Language Studies and Language Education LINK)
Jo Mynard, Kanda University of International Studies

Investigation into the effect of dialogue on self-directed learning: Three case studies.
Research questions: (1) To what do self-directed learners attribute to their awareness of the learning process and language gain. (2) Does the advising process play a role?

Publications related to reflective dialogue

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). Harlow: Pearson Education.

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., & Mynard, J. (2015). Reflective dialogue: Advising in language learning. New York, NY: Routledge.

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.

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). Harlow, UK: 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.

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.

Mynard, J., & Carson, L. (Eds.) (2012). Advising in language learning: Dialogue, tools and context. Harlow, UK: Longman.

Mynard, J., Kato, S., & Yamamoto, K. (2018). Reflective practice in advising: Introduction to the column. Relay Journal, 1(1), 55-64.

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. Harlow: 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). Canterbury, UK: IATEFL.

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). Harlow: 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.

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/