In our second LAb session<\/a>, we explored the role of affective factors in the development of learner autonomy. By affect, we mean the motivational and emotional factors that influence success in language learning. Questions we considered were: What is the relationship between affect and learning? What tools and strategies can language learners draw upon to achieve a greater sense of awareness and control over their emotions? and how can research in other fields influence research in applied linguistics? Through a series of short presentations, we shared ideas and engaged in discussion about this important aspect of the learning process.<\/p>\n Session facilitators:<\/strong> Satoko Kato, Jo Mynard, Hayo Reinders, Scott Shelton-Strong<\/p>\n Welcome \/ about RILAE \/ this LAb session\u00a0<\/span> Emotions in advising in language learning<\/strong><\/p>\n [Slides<\/a>] [Recording<\/a>]<\/p>\n \u3010Abstract\u3011<\/span> \u3010Bio\u3011<\/span> Managing emotions for learner autonomy<\/strong><\/p>\n [Slides<\/a>] [Recording<\/a>] \u3010Abstract\u3011<\/span> \u3010Bio\u3011<\/span> The Emotional Impact of Adding Social Testing Components<\/strong><\/p>\n [Slides<\/a>] [Recording<\/a>]<\/p>\n \u3010Abstract\u3011<\/span> \u3010Reference\u3011<\/span> \u3010Bio\u3011<\/span> Affect as an “essential resource” in the development of learner autonomy<\/strong><\/p>\n [Slides<\/a>] [Recording<\/a>]<\/p>\n \u3010Abstract\u3011<\/span> \u3010Bio\u3011<\/span> [Slides<\/a>] [Recording<\/a>]<\/p>\n A Pilot Project on Teacher Negotiation of Learner Autonomy<\/strong><\/p>\n \u3010Abstract\u3011<\/span> \u3010Bio\u3011<\/span> Emotions and group autonomy<\/strong><\/p>\n [Slides<\/a>] [Recording<\/a>]<\/p>\n \u3010Abstract\u3011<\/span> \u3010Bio\u3011<\/span> Affect in a Study Group (peer group)<\/strong><\/p>\n [Recording<\/a>]<\/p>\n \u3010Abstract\u3011<\/span> \u3010Bio\u3011<\/span> CBT-based classroom activities for language anxiety<\/strong><\/p>\n [Slides<\/a>] [Recording<\/a>]<\/p>\n \u3010Abstract\u3011<\/span> \u3010Bio\u3011<\/span> Kate Maher is an assistant professor in the Department of British and American Studies, Kyoto University of Foreign Studies. Kate\u2019s main research interests are the relationship between anxiety and silent behaviour in the foreign language classroom and using CBT-based approaches for anxious learners.<\/span><\/p>\n Enhancing Professional Well-being of Teachers and Advisors through Reflective Dialogue<\/strong><\/p>\n [Slides<\/a>] [Recording<\/a>]<\/p>\n \u3010Abstract\u3011<\/span> \u3010Bio\u3011<\/span> Emotions in Second Language Teaching by Juan De Dios Martinez Agudo (Ed.)<\/strong><\/p>\n [Slides<\/a>] [Recording<\/a>]<\/p>\n \u3010Abstract\u3011<\/span> \u3010Bio\u3011<\/span> Motivating SALC Learning Advisors with Inspirational Leadership and Business Consulting Models<\/strong><\/p>\n [Slides<\/a>] [Recording<\/a>]<\/p>\n \u3010Abstract\u3011<\/span> \u3010Bio\u3011<\/span> June 4th, 2018 Affect and learner autonomy In our second LAb session, we explored the role of affective factors in … Continue reading Programme<\/span><\/h2>\n
\nChristina Gkonou<\/b> – Featured workshop: Managing emotions for learner autonomy <\/span>
\nKevin Knight<\/b>\u00a0– Bright idea: Motivating SALC learning advisors with <\/span>inspirational leadership and business consulting models\u00a0<\/span>
\nHisako Yamashita<\/b> – \u00a0Featured presentation: Affect as an \u201cessential resource\u201d in the <\/span>development of learner autonomy\u00a0<\/span>
\nSina Takada<\/b> – Research report: Affect in a study group (peer group)\u00a0<\/span>
\nNeil Curry and Kate Maher<\/b> – Innovative practice: CBT-based classroom activities for language anxiety\u00a0<\/span>
\nDiana Feick<\/b> – Research report: Emotions and group autonomy\u00a0<\/span>
\nDominic Edsall <\/b>– Research report: A pilot project on teacher negotiation of learner <\/span>autonomy\u00a0<\/span>
\nSatoko Kato<\/b> – Innovative practice: Enhancing professional well-being of teachers <\/span>and advisors through reflective dialogue\u00a0<\/span>
\nMaria de la Paz Adelia Pe\u00f1a Clavel<\/b> – Book review: Emotions in Second Language <\/span>Teaching by Juan De Dios Martinez Agudo (Ed.)<\/span>
\nT<\/strong>im Murphey<\/b> – Featured presentation: The emotional impact of adding social testing <\/span>components to regular tests and quizzes\u00a0<\/span>
\nEduardo Castro<\/b> – Featured presentation: Emotions in advising in language learning\u00a0<\/span><\/p>\n1. Featured\u00a0Presentations\/Workshops<\/strong><\/h2>\n
Eduardo Castro, Federal University of Par\u00e1, Brazil<\/span><\/h2>\n
\nIn this presentation, I discuss how emotions are perceived in the context of advising in language learning by both learners and language advisers. As the former\u2019s discourse is highly loaded with emotions emerging from their learning experiences, understanding how they are manifested and perceived in the interaction with a language adviser is crucial to foster learner autonomy. Based on data from adviser\u2019s logbooks and transcriptions of language advising sessions, I highlight that affective factors should be part of advisers\u2019 theoretical tools, as one cannot promote autonomy and motivation without considering emotions and feelings in the learning process.<\/span><\/p>\n
\nEduardo Castro teaches applied linguistics at the Federal University of Par\u00e1, Brazil, where he is also a language adviser at the self-access center of that institution. His research interests are motivation, language advising, and affect in language learning and teaching.<\/span><\/p>\nChristina Gkonou, University of Essex, UK<\/span><\/h2>\n
\n*For the questionnaire, please contact Christina by email.<\/p>\n
\nIn this workshop, we will consider the importance of emotional self-regulation for language learners by looking at useful strategies and how they could be tailored around learners\u2019 emotional experiences and needs. We will discuss an innovative, scenario-based questionnaire called Managing Your Emotions for Language Learning (MYE; Gkonou & Oxford, 2017), highlighting practical ways in which it could be used for research purposes and\/or classroom practice, or by language learners who wish to take control of the emotional dimensions of their own learning.<\/span><\/p>\n
\nDr Christina Gkonou is Assistant Professor and MA TESOL Programme Leader in the Department of Language and Linguistics at the University of Essex, UK. She is also Deputy Director of Education in the same Department. She convenes postgraduate modules on teacher education and development, and on psychological aspects surrounding the foreign language learning and teaching experience. She is the co-editor of New Directions in Language Learning Psychology<\/em> and New Insights into Language Anxiety: Theory, Research and Educational Implications<\/em>, and co-author of MYE: Managing Your Emotions Questionnaire<\/em>.
\n<\/span><\/p>\nTim Murphey, Kanda University of International Studies, Japan<\/span><\/h2>\n
\nOne of the greatest anxiety provoking things in a student’s regular life are tests and quizzes. Adding a social aspect to a quiz\/test is actually quite easy especially if we are also allowing students the autonomy of self evaluation, which is the highest ranked activity that improves student learning according to Hattie’s meta-analyses (2012). When students know they are going to autonomously give themselves a grade and evaluate their own abilities they tend to strive more to learn more in every activity. In “social testing” students give themselves grades at two points in time; first, after a period of doing a test by themselves; the second, after asking each other for answers and writing them down. (Note that this is not copying. A student asks another for the answer and she tells him and he writes it down. They might have a discussion or ask for spelling as well. Then they change partners and interact with others in the same way.) After the first such test, many students generally say that they were helped by their classmates, but that they were not able to help in return and regretted it and that they wanted to study harder in order to be able to help their classmates. Altruistically helping others is a dopamine rush they don’t want to miss. The self grading and social testing also parallels self determination theory\u2019s emphasis on autonomy, competence, and relatedness (Ryan & Deci, 2002).<\/span><\/p>\n
\nRyan, R. M. & Deci, E. L. (Eds.), (2002). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78. https:\/\/dx.doi.org\/10.1037\/0003-066X.55.1.68<\/a><\/span><\/p>\n
\nTim Murphey (mitsmail1@gmail.com) PhD Universit\u00e9 de Neuch\u00e2tel, Switzerland, TESOL\u2019s Professional Development in Language Education series editor, co-author with Zoltan D\u00f6rnyei of Group Dynamics in the Language Classroom (CUP), author of Music and Song (OUP), researches Vygotskian Ssocio cultural theory (SCT) with transdisciplinary emphasis on community, play, and music at Kanda University, Japan. His most recent books are Teaching in Pursuit of Wow! (Abax, 2012) and Meaningful Action \u2013 Earl Stevick\u2019s Influence on Language Teaching (CUP, 2013), co-edited with Jane Arnold. He also has a critical novel on the Japanese entrance exam system in Italian, Japanese, and English, The Tale that Wags, along with 40 book chapters.<\/span><\/p>\nHisako Yamashita, Konan Women\u2019s University, Japan<\/span><\/h2>\n
\nIs learner affect something that is difficult to deal with for advisors and teachers? What role does affect have on learners’ development of learner autonomy? In this presentation, I\u2019d like to propose that instead of viewing learners\u2019 negative affect as something that impedes learning, we should embrace both positive and negative affect, as an \u2018essential resource\u2019 that advisors and learners should make use of in helping learners become autonomous and achieve their learning goals in a self-fulfilling way. I will share data from my case study and also touch on the roles of advisors and teachers in working with learners\u2019 affect in their learning process.<\/p>\n
\nHisako Yamashita is a lecturer and a learning advisor at Konan Women\u2019s University in Kobe, Japan. She is the current president of Japan Association for Self-Access Learning (JASAL). Her research interests include affect, affordances and reflective dialogues. She has been actively developing a variety of activities which facilitates learners\u2019 interpersonal and intrapersonal reflective dialogues in classrooms and in self-access centers.<\/p>\n2. Research Reports\u00a0<\/strong><\/h2>\n
Dominic Edsall, University College London, Institute of Education, UK<\/span><\/h2>\n
\nAs part of my continuing doctoral studies, I undertook a pilot project that looked at how teachers negotiate increased learner autonomy. Through qualitative interviews with EFL instructors and students at 3 different universities in Japan, I investigated how autonomy was defined by teachers and students in the social setting of the university EFL class. Initial results indicate that motivation, affect and social legitimation are heavily involved in these negotiations.<\/span><\/p>\n
\nDominic has been teaching in the UK and Japan for more than 15 years. He is currently studying for a PhD and is a doctoral candidate in the Curriculum, Pedagogy & Assessment department at UCL Institute of Education, UK<\/span><\/p>\nDiana Feick, University of Auckland, New Zealand<\/span><\/h2>\n
\nI will present selected results of a study on group interactions and L2 decision making processes of adult German learners during a mobile phone video project. The video-stimulated recall data showed that group members experience a range of emotions during their decision making interaction, e.g. emotional divergence, convergence of negative emotions, and individual negative emotions. These emotions can be linked to different group discourse types that are likely to create either personal or group autonomy.<\/span><\/p>\n
\nDiana Feick is a Senior Lecturer of German at the School of Cultures, Languages, and Linguistics of the University of Auckland. Her research interests are learner autonomy, group interaction, mobile language learning, and teaching and learning of German as a foreign language.<\/span><\/p>\nSina Takada, Kanda University of International Studies, Japan<\/span><\/h2>\n
\nThis short presentation reports on a research project conducted by myself and a classmate for the applied linguistics class at KUIS (Kanda University of International Studies). The project was about the “Study Group” where students can gather and study English together. The research aimed to find out whether participants of the Study Group had developed autonomy, and we conducted face to face semi-structured interviews with 6 members. To one of the questions “Do you think your motivation has changed after joining Study Group?”, four people answered “Yes”. They commonly explained that they are urged to study when they see other members studying hard. Another participant answered by “No” (\u201cmy motivation is already high and never changes\u201d) and the other said that her motivation negatively correlates to that of others. These answers gave us interesting insight in promoting such peer groups.<\/span><\/p>\n
\nHaving studied English in KUIS, I am currently a student in the graduate program in KUIS, and studying MA TESOL. I am especially interested in individual differences, learner autonomy, phonetics, and trying to find various ways of learning that fit different individuals.<\/span><\/p>\n3. Innovative Practice<\/strong><\/h2>\n
Neil Curry, Kanda University of International Studies, Japan<\/span><\/h2>\n
Kate Maher, Kyoto University of Foreign Studies, Japan<\/span><\/h2>\n
\nSpeaking anxiety is a problem faced by many students, both inside and outside class. The researchers are working on designing activities based on the methods used in CBT (Cognitive Behavior Therapy) to use in classrooms to promote confidence and positive thinking by students towards their language abilities, and provide them with strategies for dealing with situations where they may be anxious. As students are often concerned with their perceptions of how their abilities are regarded by their peers, activities should also serve to act as a bonding exercise for students, allowing them to share concerns. We will describe a recent activity we have been trialing and discuss the principles underlying it.<\/span><\/p>\n
\nNeil Curry is a Principal Learning Advisor in the Self-Access Learning Center (SALC) at Kanda University of International Studies. His interests include language anxiety and learner autonomy.<\/span><\/p>\nSatoko Kato, Kanda University of International Studies, Japan<\/span><\/h2>\n
\nWhy is well-being for teachers and advisors important? In recent years, research on teachers\u2019 well-being which has a significant relationship with teachers\u2019 motivation as well as positive effects on both teachers and on their students has been growing (Homes, 2005; Mercer, 2016). This short talk focuses on enhancing well-being of teachers and advisors through applying the approach of \u2018reflective dialogue\u2019 introduced in Advising in Language Learning which aims at promoting learner autonomy (Kato & Mynard, 2015).<\/span><\/p>\n
\nSatoko Kato is a Senior Education Coordinator, at Research Institute for Learner Autonomy Education, Kanda University of International Studies in Japan. She holds a Master\u2019s degree (TESOL) from Teachers College, Columbia University, NY. She has conducted over 3,800 advising sessions in the past 12 years working on promoting learner autonomy. She is also developing and implementing advisor education programs domestically and internationally. She co-authored a book \u201cReflective Dialogue: Advising in language\u201d(with Jo Mynard) published by Routledge NY, 2015.<\/span><\/p>\n4. Book Review<\/strong><\/h2>\n
Maria de la Paz Adelia Pe\u00f1a Clavel, UNAM, Mexico<\/span><\/h2>\n
\nIn this talk, I would like to make a comment of book about researching emotions in language teachers as well as sharing with you my expectations and ideas that I have had while reading “Emotions in Second Language Teaching.” <\/span><\/p>\n
\nAdelia Pe\u00f1a Clavel has been the Coordinator of the Self Access Centre at the School of Languages, Linguistics and Translation-UNAM, Mexico since 2017. She is a tutor on the Online Diploma Course for Self-Access Language Learning Advisors. Her main interests are researching telet\u00e1ndem, agency and autonomy in Language Learners. She is also interested in promoting a use of technology to promote learner autonomy and language learning. <\/span><\/p>\n5. Bright Idea<\/strong><\/h2>\n
Kevin Knight, Kanda University of International Studies, Japan<\/span><\/h2>\n
\nGoleman (2013, p. 25) writes that \u201cleaders who inspire can articulate shared values that resonate with and motivate the group\u2026.Inspiring leadership demands attuning both to an inner emotional reality and to that of those we seek to inspire.\u201d The bright idea in this session is to use \u201cmetaphor\u201d as a tool to inspire SALC Learning Advisors. Knight (2015, 2017) conceptualizes leadership as a \u201ccreative activity,\u201d and the speaker draws on his research, TED Talks, and other sources to show how SALC Learning Advisors are acting from a metaphorical perspective as leaders and business consultants who empower their clients to create what THEY want to create.<\/span><\/p>\n
\nDr. Kevin Knight (PhD in linguistics, MBA, MPIA) is an associate professor in the Department of International Communication (International Business Career major) and a researcher in the Research Institute for Learner Autonomy Education (RILAE) of Kanda University of International Studies in Chiba, Japan. In TESOL International Association, he is an ESP blogger, ESPIS former chair, and co-editor of ESP News. (See https:\/\/researchmap.jp\/7000015200\/?lang=english<\/a>)<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"