Chapter 4: Investigating the Autonomy-Supportive Nature of a Self-Access Environment: A Self-Determination Theory Approach by Jo Mynard and Scott J. Shelton-Strong
Abstract
In this chapter, that authors take the reader out of the formal classroom into a large self-access centre. In this chapter, the authors describe a research project designed to investigate the extent to which autonomy-supportive conditions exist for fostering English language use in a large self-access learning centre (“the SALC”) in a university in Japan. Taking a self-determination theory (SDT) perspective (Deci & Ryan, 2000; Ryan & Deci, 2017), the authors look at factors within the environment that encourage greater engagement and support for autonomous motivation for using English. The authors begin by exploring the views of the student population via a survey (N=280), and through structured interviews (N=108). They also draw on the observations of the team of 11 learning advisors (LAs) who work full time in the SALC using an observation framework. Results indicated that many of the features of the SALC were autonomy-supportive in general, but that some areas could benefit from further enhancement. These enhancements might include communicating more clearly to the student body the underlying policies and initiatives relating to the SALC learning environment, additional scaffolding to facilitate competent engagement with the multiple learning affordances found there, and increased opportunities for regularly connecting with other students as a formal initiative within the SALC.
About the Contributors
Jo Mynard is a Professor, Director of the Self-Access Learning Center, and Director of the Research Institute for Learner Autonomy Education at Kanda University of International Studies in Chiba, Japan. She holds an Ed.D. in TEFL from the University of Exeter, UK and an M.Phil. in Applied Linguistics from Trinity College, University of Dublin, Ireland. She is the founding editor of Studies in Self-Access Learning Journal and has also co-edited and co-authored several books related to learner autonomy and advising in language learning.
Scott J. Shelton-Strong is a learning advisor and lecturer at Kanda University of International Studies in Japan. His research interests include learner autonomy, advising in language learning, self-determination theory (SDT) and developing an understanding of the connections that interlink these areas to learner well-being and engagement. He holds an MA in TESOL from the University of Nottingham, UK.
Citation
Mynard, J. & Shelton-Strong, S. J. (2020). Investigating the autonomy-supportive nature of a self-access environment: A self-determination theory approach In J. Mynard, M. Tamala, & W. Peeters (Eds.), Supporting learners and educators in developing language learner autonomy (pp. 77-117). Candlin & Mynard. https://doi.org/10.47908/8/4
In this chapter, that authors take the reader out of the formal classroom into a large self-access centre. In this chapter, the authors describe a research project designed to investigate the extent to which autonomy-supportive conditions exist for fostering English language use in a large self-access learning centre (“the SALC”) in a university in Japan. Taking a self-determination theory (SDT) perspective (Deci & Ryan, 2000; Ryan & Deci, 2017), the authors look at factors within the environment that encourage greater engagement and support for autonomous motivation for using English. The authors begin by exploring the views of the student population via a survey (N=280), and through structured interviews (N=108). They also draw on the observations of the team of 11 learning advisors (LAs) who work full time in the SALC using an observation framework. Results indicated that many of the features of the SALC were autonomy-supportive in general, but that some areas could benefit from further enhancement. These enhancements might include communicating more clearly to the student body the underlying policies and initiatives relating to the SALC learning environment, additional scaffolding to facilitate competent engagement with the multiple learning affordances found there, and increased opportunities for regularly connecting with other students as a formal initiative within the SALC.
About the Contributors
Jo Mynard is a Professor, Director of the Self-Access Learning Center, and Director of the Research Institute for Learner Autonomy Education at Kanda University of International Studies in Chiba, Japan. She holds an Ed.D. in TEFL from the University of Exeter, UK and an M.Phil. in Applied Linguistics from Trinity College, University of Dublin, Ireland. She is the founding editor of Studies in Self-Access Learning Journal and has also co-edited and co-authored several books related to learner autonomy and advising in language learning.
Scott J. Shelton-Strong is a learning advisor and lecturer at Kanda University of International Studies in Japan. His research interests include learner autonomy, advising in language learning, self-determination theory (SDT) and developing an understanding of the connections that interlink these areas to learner well-being and engagement. He holds an MA in TESOL from the University of Nottingham, UK.
Citation
Mynard, J. & Shelton-Strong, S. J. (2020). Investigating the autonomy-supportive nature of a self-access environment: A self-determination theory approach In J. Mynard, M. Tamala, & W. Peeters (Eds.), Supporting learners and educators in developing language learner autonomy (pp. 77-117). Candlin & Mynard. https://doi.org/10.47908/8/4
Information About the Book
Title: Supporting Learners and Educators in Developing Language Learner Autonomy
Editors: Jo Mynard, Michelle Tamala, and Ward Peeters
Publication date: May 2020
Read more...
Title: Supporting Learners and Educators in Developing Language Learner Autonomy
Editors: Jo Mynard, Michelle Tamala, and Ward Peeters
Publication date: May 2020
Read more...