The focus on the psychology of autonomous learning has been of interest to RILAE researchers for some time. Previous and current projects have included research designed to understand more about the psychological, affective and motivational processes that impact on autonomous language learning. For example, how do self-directed learners keep going? How can we support learners in managing their anxiety for speaking? How can affective support be given to learners outside the classroom? If you are interested in joining one of our current projects, or proposing a related project, please get in touch.
Publications related to psychology of autonomous learning
Curry, N. (2014). Using CBT with anxious language learners: The potential role of the learning advisor. Studies in Self-Access Learning Journal, 5(1), 29-41. Retrieved from http://sisaljournal.org/archives/mar14/curry/
Imamura, Y. (2017). Exploring effects of socially mediated interactions on learners’ L2 motivation. Learning Learning, 24(3).
McLoughlin, D., & Mynard, J. (2015). How do independent language learners keep going? The role of interest in sustaining motivation. rEFLections: Special issue: Innovation in ELT, 19, 38-57.
McLoughlin, D., & Mynard, J. (2018). How do self-directed learners keep going? The role of interest in sustained learning. 2017 PanSIG Journal, 74-81. LINK
Murphey, T. (2021). Voicing learning. Candlin & Mynard. https://www.candlinandmynard.com/voicinglearning.html
Mynard, J. (2014). Self-access and motivation. Learning Learning, 21(2), 18-23. Retrieved from http://www.academia.edu/9197236/Self-access_and_Motivation
Mynard, J., & McLoughlin, D. (2014). Affective factors in self-directed learning. Working Papers in Language Education and Research, 2(1), 27-41. Retrieved from https://rilsleworkingpapers.files.wordpress.com/2012/05/3-mynard-mcloughlin-affective-factors.pdf
Mynard, J., & McLoughlin, D. (2016). Sustaining motivation: Self-directed learners’ stories. Proceedings of the 7th International CLS Conference, 1-3 December 2016, National University of Singapore. Retrieved from http://www.fas.nus.edu.sg/cls/CLaSIC/clasic2016/proceedings.html
Mynard, J., & Shelton-Strong, S. J. (2019). Drawing on self-determination theory in order to investigate the autonomy-supportive nature of a self-access centre. LASIG Blog. https://lasigblog.wordpress.com/2019/03/21/83/
Mynard, J., & Shelton-Strong, S. J. (Eds.) (2022). Autonomy support beyond the language learning classroom: A self-determination theory perspective.
Mynard, J & Shelton-Strong, S. J. (2022). Introduction: Autonomy support beyond the language learning classroom: A self-determination theory perspective. In J. Mynard & S. J. Shelton-Strong (Eds.), Autonomy support beyond the language learning classroom: A self-determination theory perspective. Routledge.
Ota, A., & Yamamoto, K. (2018). Disseminating a learner voice through collaborative reflection. Studies in Self-Access Learning Journal, 9(2), 234-242. https://sisaljournal.org/archives/jun18/ota_yamamoto/
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
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
Shelton-Strong, S. J., & Mynard, J. (2018). Affective factors in self-access learning. Relay Journal, 1(2), 275-292. https://kuis.kandagaigo.ac.jp/relayjournal/issues/sep18/shelton-strong_mynard/
Shelton-Strong, S. J., & Mynard, J. (2018). Incorporating affective factors into self-directed learning courses. In J. Mynard & I. K. Brady (Eds.), Stretching boundaries: Papers from the 3rd international Psychology of Language Learning conference, Tokyo, Japan. 7-10 June, 2018 (pp. 63-65). Tokyo, Japan: International Association for the Psychology of Language Learning.
Shelton-Strong, S. J., & Mynard, J. (2021). Promoting positive feelings and motivation for language learning: the role of a confidence-building diary. Innovation in Language Teaching and Learning. 15(5) 458-472 [preprint] https://doi.org/10.1080/17501229.2020.1825445
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.
Valdivia, S., McLoughlin, D., & Mynard, J. (2011). The importance of affective factors in self-access language learning courses. Studies in Self-Access Learning Journal, 2(2), 91-96. Retrieved from https://sisaljournal.org/archives/jun11/valdivia_mcloughlin_mynard/
Yamashita, H. (2015). Affect and the development of learner autonomy through advising. Studies in Self-Access Learning Journal, 6(1), 62-85. Retrieved from https://sisaljournal.org/archives/mar15/yamashita/
Yarwood, A. In pursuit of the self. Independence, 82, 16-19.
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]
Yarwood, A., Lorentzen, A., Wallingford, A., & Wongsarnpigoon, I. (2019). Exploring basic psychological needs in a language learning center. Part 2: The autonomy-supportive nature and limitations of a SALC. Relay Journal, 2(1), 236-250. https://kuis.kandagaigo.ac.jp/relayjournal/issues/jan19/yarwood_et_al/