There has been a recent interest in environmental and contextual factors affecting autonomous language learning. As RILAE was created to develop the research agenda of the self-access learning center (SALC) at KUIS. In the coming years, research needs to investigate questions such as the following: What affordances of space design can have an impact on language learner autonomy? What can we observe about the learning communities in the SALC? How can we foster a community-based approach to language learning? 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., & Watkins, S. (2023). Promoting peer collaboration to develop learner autonomy – examples from a Self-Access Center (SAC). In T. Muller, J. Adamson., S. Herder, & P. S. Brown (eds.), <\/span>Re-envisioning language teaching & learning in Asia<\/span><\/i>. iTDi Publishing .<\/span><\/p>\n Burke, M., Hooper, D., Kushida, B., Lyon, P., Mynard, J., Sampson, R., & Taw, P. (2018). Observing a social learning space: A summary of an ethnographic project in progress.\u00a0Relay<\/em>\u00a0Journal, 1<\/em>(<\/em>1), 209-220.<\/p>\n Chen, A., & Mynard, J. (2018). Student perceptions of the English Lounge after a layout change.\u00a0Relay<\/em>Journal, 1<\/em>(<\/em>1), 221-235.<\/p>\n Hauser, E., Bennett, P. A., Jackson, D. O. (2024). Sociability and joint attention at the SALC service counter. <\/span>JASAL Journal, 5<\/span><\/i>(1), 28\u201344.<\/span><\/p>\n Mynard, J. (2020). Ethnographies of self-access language learning. <\/span>Studies in Self-Access Learning Journal, 11<\/span><\/i>(2), 86-92.<\/span> https:\/\/doi.org\/10.37237\/110203<\/span><\/a><\/p>\n Mynard, J. (2020). Understanding identity in a social learning space. In J. Mynard, M. Burke, D. Hooper, B. Kushida, P. Lyon, R. Sampson, & P. Taw (2020). <\/span>Dynamics of a social language learning community: Beliefs, membership and identity.<\/span><\/i> Multilingual Matters. <\/span><\/p>\n Mynard, J. (2022). Reimagining the self-access centre as a place to thrive. 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. (2023). Autonomy-supportive self-access learning: Meeting the needs of our students. In K. Schwienhorst & J. Ramos-Gonzalez (Eds.), <\/span>Making space for autonomy in language learning<\/span><\/i> (pp. 20-36). Candlin & Mynard. <\/span>https:\/\/www.candlinandmynard.com\/nordic14.html<\/span><\/a>\u00a0<\/span><\/p>\n Mynard, J. (2023). Autonomy support within and outside the language classroom: Evaluating our practices. In C. Ludwig, M. G. Tassinari, A. Ruiz Guerrero, & K. Nagao (Eds.), <\/span>Developing learner autonomy in foreign language learning: Papers from the Independent Learning Association Conference, Mexico, June 2021<\/span><\/i> (pp. 17\u201338). Candlin & Mynard. <\/span>https:\/\/doi.org\/10.47908\/29\/1<\/span><\/a>\u00a0<\/span><\/p>\n Mynard, J. Ambinintsoa, D. V., Bennett, P. A., Castro, E., Curry, N., Davies, H., Imamura, Y., Kato, S., Shelton-Strong, S. J., Stevenson, R., Ubukata, H., Watkins, S., Wongsarnpigoon, I., & Yarwood, A.\u00a0 (2022). Reframing self-access: Reviewing the literature and updating a mission statement for a new era. <\/span>Studies in Self-Access Learning Journal, 13<\/span><\/i>(1), 31\u201359. <\/span>https:\/\/doi.org\/10.37237\/130103<\/span><\/a><\/p>\n Mynard, J., Burke, M., Hooper, D., Kushida, B., Lyon, P., Sampson, R., & Taw. P. (2020). <\/span>Dynamics of a social language learning community: Beliefs, membership and identity.<\/span><\/i> Multilingual Matters. <\/span>https:\/\/www.multilingual-matters.com\/page\/detail\/?k=9781788928892<\/span><\/a><\/p>\n Mynard, J., Burke, M., Hooper, D., & Sampson, R. (2020). Understanding learner beliefs and other individual differences in a social learning space. In J. Mynard, M. Burke, D. Hooper, B. Kushida, P. Lyon, R. Sampson, & P. Taw (2020). <\/span>Dynamics of a social language learning community: Beliefs, membership and identity.<\/span><\/i> Multilingual Matters. <\/span><\/p>\n Mynard, J., & Shelton-Strong, S. J. (2020a). Evaluating a self-access learning centre: A self-determination theory perspective. In Pattison, T. (Ed.),\u00a0 <\/span>IATEFL 2019 Liverpool conference selections<\/span><\/i> (pp. 41-42). <\/span>LINK<\/span><\/a><\/p>\n Mynard, J., & Shelton-Strong, S. J. (2020b). Investigating the autonomy-supportive nature of a self-access environment: A self-determination theory approach. In J. Mynard, M. Tamala & W. Peeters (Eds.), <\/span>Supporting learners and educators in developing language learner autonomy<\/span><\/i> (pp. 77-117). Hong Kong: Candlin & Mynard. <\/span>LINK<\/span><\/a><\/p>\n Pemberton<\/span>, C., MacDonald, E., Marzin, E., & Castro, E. (2023) Self-Access and learner autonomy in multiple contexts. <\/span>JASAL Journal, 4<\/span><\/i>(2). <\/span>https:\/\/jasalorg.com\/self-access-and-learner-autonomy-in-multiple-contexts\/<\/span><\/a>\u00a0\u00a0<\/span><\/p>\n Pemberton, C., Marzin, E., Mynard, J. & Wongsarnpigoon, I. (2023). Evaluation of SALC inclusiveness: What do our users think? <\/span>JASAL Journal, 4<\/span><\/i>(1), 5\u201331. <\/span>https:\/\/jasalorg.com\/evaluation-of-salc-inclusiveness-what-do-our-users-think\/<\/span><\/a><\/p>\n Watkins, S. (2021). Becoming autonomous and autonomy-supportive of others: Student community leaders\u2019 reflective learning experiences in a leadership training course. <\/span>JASAL Journal<\/span><\/i>, <\/span>2<\/span><\/i>(1), 4\u201325. <\/span>https:\/\/jasalorg.com\/watkins\/<\/span><\/a>\u00a0<\/span><\/p>\n Watkins, S. (2022). Creating social learning opportunities outside the classroom: How interest-based learning communities support learners’ basic psychological needs. 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 Watkins, S., & Hooper, D. (2023). <\/span>From student to community leader: A guide for autonomy-supportive leadership development.<\/span><\/i> Candlin & Mynard. <\/span>\u200bhttps:\/\/doi.org\/10.47908\/25<\/span><\/a><\/p>\n Watkins, S., & Mynard, J. (2023). Leaderful practices beyond the classroom: Examining how students thrive within a complex dynamic ecosystem. In S. Egitim, S. & Y. Umemiya (Eds.), <\/span>Leaderful classroom pedagogy through an interdisciplinary lens: Merging theory with practice<\/span><\/i> (pp. 35-52). Springer. <\/span>https:\/\/link.springer.com\/chapter\/10.1007\/978-981-99-6655-4_3<\/span><\/a>\u00a0<\/span><\/p>\n Wongsarnpigoon, I., & Imamura, Y. (2020). Nurturing use of an English speaking area in a multilingual self-access space.\u00a0JASAL Journal<\/em>, 1(1), 139\u2013147. [LINK<\/a>]<\/p>\n Wongsarnpigoon, I., & Imamura, Y. (2021). Exploring understandings of multilingualism in a social learning space: A duoethnographic account. In A. Barfeld, O. Cusen, Y. Imamura, & R. Kelly (Eds.), <\/span>The Learner Development Journal Issue 5: Engaging with the Multilingual Turn for Learner Development: Practices, Issues, Discourses, and Theorisations <\/span><\/i>(pp. 74-91). Tokyo: The Japan Association for Language Teaching (JALT) Learner Development Special Interest Group. [<\/span>LINK<\/span><\/a>]<\/span><\/p>\n","protected":false},"excerpt":{"rendered":" There has been a recent interest in environmental and contextual factors affecting autonomous language learning. As RILAE was created to … Continue reading