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.
Current research projects
How do self-directed learners keep going? (Project ID: MOT1)
Jo Mynard, Kanda University of International Studies, Chiba
David McLoughlin, Meiji University, Tokyo
As part of a four-year longitudinal study, the researchers investigate how learners of English at a university in Japan sustain their motivation to engage in self-directed study outside of class. The study draws upon the self-regulation of motivation (SRM) model (Sansone, 2009; Sansone & Thoman, 2005) as the researchers are conducting annual interviews with participants.
A longitudinal study of English learners: Examining the motivational and situational factors affecting changes in motivation. (Project ID: MOT2)
Simon Cooke, Tohoku Institute of Technology, Miyagi, Japan
Research question: What are the major influences of students’ motivation over time? (a multi-institution study)
Affordances for L2 learning beyond the classroom during study abroad
Andrew D. Tweed, Meijo University, Nagoya, Japan
Japanese study abroad students in ESL contexts were asked to capture their daily experiences of learning and using English outside of the classroom using an application. The results will help determine the degree of effectiveness of this kind of pedagogical intervention, in terms of encouraging students to notice, act and reflect on affordances for language learning during study abroad, as well as in motivating them to continue learning English.
Academic discourse socialization: Multiple case study of first-year Japanese college students (Project ID: Identity-1-2018)
Kie Yamamoto, Kanda University of International Studies
The aims of this project are to understand how a small group of first year students negotiate their identities in the new academic community.
Creating materials for a CBT-based approach for supporting anxious foreign language learners (Project ID: CBT-18-1)
Neil Curry, Kanda University and Kate Maher, Kyoto University of Foreign Studies
The researchers will develop an instrument which is based on Managing Your Emotions for Language Learning, a scenario-based questionnaire developed by Gkonou and Oxford 2016. It is hoped that the questionnaire might serve as a classroom tool – a means of raising awareness of these issues and giving students an opportunity to discuss them.
The Confidence-Building Diary as a tool for managing positive emotions (Project ID: Affect-1-2018)
Scott Shelton-Strong and Jo Mynard, Kanda University
The purpose of this project is to understand more about students’ engagement with confidence-building activities included in the affect unit of the SALC’s self-directed learning courses to see how/whether we can further support students in developing strategies for maintain positivity in self-directed learning.
Feelings and perceptions related to experience with learning advisors and advising sessions in the SALC (Project ID: ADV-2018-1)
The purpose of this project is to understand more about our students’ perceptions and feelings in relation to their experience with learning advisors and advising sessions to determine if these are meeting their needs and our expectations.
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
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/
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/
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.
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., 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/