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 \u200b\u200bimpact 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.<\/p>\n
Ambinintsoa, D. V. (2022). Personal factors and motivation: A learning advisor\u2019s experience. <\/span>PanSIG Journal 2021,<\/span><\/i> 35-43 <\/span>LINK<\/span><\/a>\u00a0\u00a0<\/span><\/p>\n Ambinintsoa, D. V., & Bennett, P. A (2024). Using positive psychology interventions to support EFL students. PanSIG 2023 Journal, 39-44. LinkMcLoughlin, D., & Mynard, J. (2018). How do self-directed learners keep going? The role of interest in sustained learning. 2017 <\/span>PanSIG Journal<\/span><\/i>, 74-81. <\/span>LINK<\/span><\/a><\/p>\n Castro, E., & Shelton-Strong, S. (2024). Exploring emotions in language learning: Learners\u2019 self-awareness, personal growth and transformation on a CLIL course. Language Teaching Research.<\/p>\n Curry. N., & Maher, K. (Eds.) (2024). Psychology-based activities for supporting anxious language learners: Creating calm and confident foreign language speakers. Bloomsbury Academic.<\/p>\n Murphey, T. (2021). <\/span>Voicing learning.<\/span><\/i> Candlin & Mynard. <\/span>https:\/\/www.candlinandmynard.com\/voicinglearning.html<\/span><\/a>\u00a0 <\/span><\/p>\n 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. <\/span>LASIG Blog<\/span><\/i>. <\/span>https:\/\/lasigblog.wordpress.com\/2019\/03\/21\/83\/<\/span><\/a><\/p>\n Mynard, J., & Shelton-Strong, S. J. (Eds.)\u00a0 (2022). Autonomy support beyond the language learning classroom: A self-determination theory perspective.<\/span><\/p>\n Mynard, J & Shelton-Strong, S. J. (2022).\u00a0 Introduction: Autonomy support beyond the language learning classroom: A self-determination theory perspective. In J. Mynard & S. J. Shelton-Strong (Eds.), <\/span>Autonomy support beyond the language learning classroom: A self-determination theory perspective.<\/span><\/i> Routledge.<\/span><\/p>\n Mynard, J., & Shelton-Strong, S. J. (2024). Boosting your students\u2019 confidence in second language learning: The confidence-building diary. In N. Curry & K. Maher (Eds.), Psychology-based activities for supporting anxious language learners: Creating calm and confident foreign language speakers<\/em> (pp. 83\u201396). Bloomsbury Academic. http:\/\/dx.doi.org\/10.5040\/9781350352834.ch-9<\/p>\n Peeters, W., & Mynard, J. (2021). Supporting self-regulated language learning skills online: Awareness raising approaches for computer-supported collaboration. <\/span>Language Awareness. <\/span><\/i>https:\/\/doi.org\/10.1080\/09658416.2021.2018447<\/span><\/a><\/p>\n Saqr, M., Peeters, W., & Viberg, O. (2021). The relational, co-temporal, contemporaneous, and longitudinal dynamics of self-regulation for academic writing. <\/span>Research and Practice in Technology Enhanced Learning<\/span><\/i>, <\/span>16<\/span><\/i>, 1-22. [29]. <\/span>https:\/\/doi.org\/10.1186\/s41039-021-00175-7<\/span><\/a><\/p>\n Shelton-Strong, S. J., & Mynard, J. (2018). Affective factors in self-access learning.\u00a0Relay Journal, 1<\/i>(2), 275-292.\u00a0https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/sep18\/shelton-strong_mynard\/<\/a><\/p>\n Shelton-Strong, S. J., & Mynard, J. (2018). Incorporating affective factors into self-directed learning courses. In J. Mynard & I. K. Brady (Eds.), <\/span>Stretching boundaries: Papers from the 3rd international Psychology of Language Learning conference,<\/span><\/i> Tokyo, Japan. 7-10 June, 2018 (pp. 63-65). Tokyo, Japan: International Association for the Psychology of Language Learning.<\/span><\/p>\n Shelton-Strong, S. J., & Mynard, J. (2021). <\/span>Promoting positive feelings and motivation for language learning: the role of a confidence-building diary. <\/span>Innovation in Language Teaching and Learning. 15<\/span><\/i>(5)\u00a0 458-472<\/span> \u00a0[<\/span><\/i>preprint<\/span><\/a>] <\/span><\/i>https:\/\/doi.org\/10.1080\/17501229.2020.1825445<\/span><\/a><\/p>\n Shelton-Strong, S. J. (2022). Conclusion: Where to go from here?<\/span> In J. Mynard & S. J. Shelton-Strong (Eds.), <\/span>Autonomy support beyond the language learning classroom: A self-determination theory perspective.<\/span><\/i> Routledge.<\/span><\/p>\n Yarwood, A., & Bennett, P. A. (2022). Engendering WTC in online learning spaces: Peer connectivity Is more important than we may think.\u00a0 In C. N. Giannikas (Ed.), <\/span>Transferring language learning and teaching from face-to-face to online settings <\/span><\/i>(pp. 227-246). IGI Global. <\/span>\u00a0<\/span><\/i>http:\/\/doi.org\/10.4018\/978-1-7998-8717-1.ch012<\/span><\/a> [<\/span>abstract<\/span><\/a>]<\/span><\/p>\n 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. <\/span>Relay Journal, 2<\/span><\/i>(1), 236-250. <\/span>https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/yarwood_et_al\/<\/span><\/a><\/p>\n","protected":false},"excerpt":{"rendered":" The focus on the psychology of autonomous learning has been of interest to RILAE researchers for some time. Previous and … Continue reading