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Mynard, Jo; Shelton-Strong, Scott J. – Journal for the Psychology of Language Learning, 2022
The field of self-access language learning (SALL), which is an established way of supporting language learners outside the classroom through the provision of resources and spaces, spans more than five decades and is currently in a phase that Mynard (2019a) refers to as the 'basic psychological needs and wellbeing' phase. This is a turning point in…
Descriptors: Independent Study, Second Language Learning, Second Language Instruction, Personal Autonomy
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Shelton-Strong, Scott J.; Mynard, Jo – Innovation in Language Learning and Teaching, 2021
In this study, Japanese university students learning English in Japan were asked to keep a confidence-building diary (CBD) for one week in order to understand the benefits of maintaining a positive outlook for learning. The researchers investigated what activities the participants engaged in and what emotions they felt as a result, how the…
Descriptors: Psychological Patterns, Student Motivation, Second Language Learning, Self Esteem
Mynard, Jo, Ed.; Shelton-Strong, Scott J., Ed. – Multilingual Matters, 2022
Through the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported and understood within environments outside of the classroom. Theoretical, empirical and practice-focused chapters examine autonomy support in a range of contexts and settings,…
Descriptors: Self Determination, Independent Study, Academic Advising, Second Language Learning
Mynard, Jo; Burke, Michael; Hooper, Daniel; Kushida, Bethan; Lyon, Phoebe; Sampson, Ross; Taw, Phillip – Multilingual Matters, 2020
This book provides an in-depth exploration of psychological phenomena affecting language learning within a social learning space. Drawing on the literature from identity in second language learning, communities of practice and learner beliefs, in conjunction with other individual difference factors, it uncovers perceptions and assumptions that…
Descriptors: Communities of Practice, Psychological Patterns, Second Language Learning, Second Language Instruction
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Lammons, Elizabeth; Momata, Yuko; Mynard, Jo; Noguchi, Junko; Watkins, Satoko –, 2015
Paper-based tools such as self-evaluation activities, learning plans, reflective journals and learning logs are commonplace for managing Self-Directed Language Learning (SDLL). Such tools not only promote ownership over learning and provide a sense of achievement to learners, but they also promote reflection and raise awareness of learning…
Descriptors: Action Research, Independent Study, Second Language Learning, Learning Processes
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Castellano, Joachim; Mynard, Jo; Rubesch, Troy – Language Learning & Technology, 2011
Technology has played an increasingly vital role in self-access learning over the past twenty years or so, yet little research has been conducted into learners' actual use of the technology both for self-directed learning and as part of everyday life. This paper describes an ongoing action research project at a self-access learning center (SALC)…
Descriptors: Qualitative Research, Action Research, Purchasing, Foreign Countries
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Mynard, Jo; Almarzouqi, Iman – ELT Journal, 2006
This article gives an overview of a piece of qualitative research conducted at a women's university in the United Arab Emirates. The aim of the study was to evaluate the English language peer tutoring programme in order to highlight benefits and challenges, and to make informed improvements. The study drew particularly on participant perceptions…
Descriptors: Tutoring, Peer Teaching, Qualitative Research, Language Aptitude