The self-access learning center (SALC) at KUIS has been offering courses designed to help learners understand how to manage their self-directed learning for some time. Throughout this time, we have been investigating the degree to which elements of the courses are effective for improving awareness of self-directed learning using various research approaches. In the coming years, we would like to expand our research to understand more about how\/whether autonomous learning contributes to language proficiency and awareness of the learning process. If you are interested in joining one of our current projects, or proposing a related project, please get in touch. \u200b<\/p>\n
Arnott, C., Curry, N., Lyon, P., & Mynard, J. (2019). Measuring the effectiveness of time management training in EFL classes: Phase 1 of a mixed methods study. <\/span>Relay Journal, 2<\/span><\/i>(1), 86-101. <\/span>https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/arnott_et_al\/<\/span><\/a><\/p>\n Barr, A., & Lyon, P. (2017). How to support students in selecting graded readers. Studies in Self-Access Learning Journal,<\/em> 8(3), 247-254. Retrieved from https:\/\/sisaljournal.org\/archives\/sep2017\/barr_lyon\/<\/a><\/p>\n 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,<\/em> 3(1), 6-23. Retrieved from http:\/\/sisaljournal.org\/archives\/march12\/carson\/<\/a><\/p>\n Curry, N. (2019). A new direction: Developing a curriculum for self-directed learning skills. <\/span>Relay Journal, 2<\/span><\/i>(1), 75-85. <\/span>https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/curry\/<\/span><\/a><\/p>\n Curry, N., Mynard, J., Noguchi, J., & Watkins, S. (2017). Evaluating a self-directed language learning course in a Japanese university. International Journal of Self-Directed Learning,<\/em> 14(1), 37-57. Retrieved from http:\/\/docs.wixstatic.com\/ugd\/dfdeaf_385a2e4d19254f968487b6058464e00c.pdf<\/a><\/p>\n Hasegawa, Y., & Thornton, K. (2014). Examining the perspectives of students on a self-directed learning module. In J. Mynard & C. Ludwig (Eds.), Autonomy in language learning: Tools, tasks and environments.<\/em> Faversham, UK: IATEFL.<\/p>\n Lammons, E. (2013). Principles: Establishing the foundation for a self-access curriculum. Studies in Self-Access Learning Journal,<\/em> 4(4), 353-366. Retrieved from http:\/\/sisaljournal.org\/archives\/dec13\/lammons\/<\/a><\/p>\n Lammons, E. (2013). Encouraging student evaluation of language learning resources. IATEFL 2012 Glasgow Conference Selections,<\/em> pp. 51-53.<\/p>\n Lammons, E. (2014). Ongoing development: Pathways and challenges. Studies in Self-Access Learning Journal,<\/em> 5(2), 173-177. Retrieved from http:\/\/sisaljournal.org\/archives\/june14\/lammons\/<\/a><\/p>\n McCarthy, T. (2010). Integrating Project-based learning into a traditional skills-based curriculum to foster learner autonomy: an action research. The Journal of Kanda University of International Studies,<\/em> 22, 221 \u2013 244.<\/p>\n McCarthy, T. M. (2011). Developing a classroom-based self-access learning course: A course evaluation. ELTWO Journal,<\/em> volume 3. Retrieved from http:\/\/blog.nus.edu.sg\/eltwo\/2011\/08\/17\/developing-a-classroom-based-self-access-learning-course-a-course-evaluation-2\/<\/a><\/p>\n Moore, P. J., Mynard, J., Wongsarnpigoon, I., & Yamamoto, K. (2019). Autonomy and interdependence in a self-directed learning course. <\/span>Relay Journal, 2<\/span><\/i>(1), 218-227. <\/span>https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/jan19\/moore_et_al_1\/<\/span><\/a><\/p>\n Morrison, B. R. (2011). The bespoke syllabus, objective setting and WIN analyses. Independence IATEFL Learner Autonomy SIG Newsletter 52,<\/em> 16-18.<\/p>\n Morrison, B. R. (2011). On Self-directed learning modules for independent learning: IELTS exam preparation. Studies in Self-Access Learning Journal 2(2),<\/em> 51-67. Retrieved from https:\/\/sisaljournal.org\/archives\/jun11\/morrison\/<\/a><\/p>\n Morrison, B. R. (2013). Learning behaviors: Subtle barriers in L2 learning. In J. Schwieter (Ed.). Studies and global perspectives of second language teaching and learning,<\/em> pp. 69-89. Charlotte: Information Age Publishing.<\/p>\n Morrison, B.R. (2013). Creating diagnostic frameworks for supporting focused, effective, self-directed learning. In T. Pattison (Ed.). IATEFL 2012 Conference Selections,<\/em> pp. 47-49. Canterbury: IATEFL.<\/p>\n Morrison, B. R. (2014). Self-directed language learning. English Teaching Professional 92,<\/em> 4-7.<\/p>\n Morrison, B. R., & Navarro, D. (2014). The autonomy approach.<\/em> UK: Delta.<\/p>\n Mynard, J., Curry, N., Noguchi, J., & Watkins, S. (2017). Studying the impact of the SALC curriculum on learning. Studies in Linguistics and Language Teaching,<\/em> 27, 45-58.<\/p>\n Mynard, J., & Stevenson, R. (2017). Promoting learner autonomy and self-directed learning: The evolution of a SALC curriculum. Studies in Self-Access Learning Journal,<\/em> 8(2), 169-182. Retrieved from https:\/\/sisaljournal.org\/archives\/jun2017\/mynard_stevenson\/<\/a><\/p>\n Noguchi, J. (2014). Evaluating self-directed learning skills in SALC modules. Studies in Self-access Learning Journal,<\/em> 5(2), 153-172. Retrieved from: http:\/\/sisaljournal.org\/archives\/june14\/noguchi<\/a><\/p>\n Noguchi, J., & McCarthy, T. M. (2010). Reflective self-study: Fostering learning autonomy. In A. M. Stoke (Ed.), JALT 2009 conference proceedings<\/em> (pp. 160-167). Retrieved from http:\/\/jalt-publications.org\/archive\/proceedings\/2009\/E116.pdf<\/a><\/p>\n Shelton-Strong, S. J. (2018). Fostering the development of language learner autonomy through peer- and self-assessment.\u00a0Relay Journal, 1<\/em>(1), 21-46.<\/p>\n Takahashi, K., Mynard, J., Noguchi, J., Sakai, A., Thornton, K., & Yamaguchi, A. (2013). Needs analysis: Investigating students\u2019 self-directed learning needs using multiple data sources. Studies in Self-Access Learning Journal,<\/em> 4(3), 208-218. Retrieved from http:\/\/sisaljournal.org\/archives\/sep13\/takahashi_et_al<\/a><\/p>\n Thornton, K. (2012). Evaluating a curriculum for self-directed learning: A systematic approach. Independence,<\/em> 55, 8-11.<\/p>\n Thornton, K. (2013). A framework for curriculum reform: Re-designing a curriculum for self-directed learning. Studies in Self-Access Learning Journal,<\/em> 4(2), 142-153. Retrieved from http:\/\/sisaljournal.org\/archives\/june13\/thornton\/<\/a><\/p>\n Watkins, S. (2015). Enhanced awareness and its translation into action: A case study of one learner\u2019s self-directed language learning experience. Language Learning in Higher Education,<\/em> 6(2), 441-446. doi:10.1515\/cercles-2015-0021<\/a><\/p>\n Watkins, S., Curry, N., & Mynard, J. (2014). Piloting and evaluating a redesigned self directed learning curriculum. Studies in Self-Access Learning Journal, 5(1), 58-78. Retrieved from http:\/\/sisaljournal.org\/archives\/mar13\/watkins_curry_mynard<\/p>\n Werner, R. J. (2014). Investigation of students\u2019 autonomous plans to improve speaking. In J. Mynard & C. Ludwig (Eds.), Autonomy in language learning: Tools, tasks and environments<\/em> [ebook]. Faversham, UK: IATEFL.<\/p>\n Werner, R. J. (2017). Using transcription to improve noticing and develop effective learning plans. In T. Pattison (Ed.), IATEFL 2016 Birmingham conference selections<\/em> (pp. 144-146). Faversham, UK: IATEFL.\u200b<\/p>\n Werner, R. J., & Kobayashi, Y. (2015). Self-access and metacognitive awareness in young learners: How Japanese sixth graders learn how to learn English. Studies in Self-Access Learning Journal,<\/em> 6(4), 399-412. Retrieved from http:\/\/sisaljournal.org\/archives\/dec15\/werner_kobayashi<\/a><\/p>\n Yamaguchi, A. (2014). Evidence of learner autonomy in a self-directed learning course. In J. Mynard & C. Ludwig (Eds.), Autonomy in language learning: Tools, tasks and environments.<\/em> Faversham, UK: IATEFL.<\/p>\n","protected":false},"excerpt":{"rendered":" The self-access learning center (SALC) at KUIS has been offering courses designed to help learners understand how to manage their … Continue reading