Exploring Basic Psychological Needs in a Language Learning Center. Part 1: Conducting Student Interviews

Relay Journal ◽  
2018 ◽  
pp. 382-404
Author(s):  
Emma Asta ◽  
Jo Mynard
Keyword(s):  
Data Collection ◽  
Language Learning ◽  
Structured Interview ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
International Studies ◽  
Learning Center ◽  
Research Project ◽  
Supportive Environment

In this paper, the authors outline the initial stages of a research project designed to investigate the extent to which the Self-Access Learning Center (The SALC) at Kanda University of International Studies (KUIS) provides an autonomy-supportive environment conducive for effective language development. After giving a brief account of the context, the literature, and previous research, the authors discuss the aims of the project, provide a description of the research methods for the first portion of the research, and share some preliminary results. One of the unique features of this stage of the research project was that it involved a large number of co-researchers all of whom were active participants in the SALC at the time of the data collection. This paper gives details of the process of creating structured interview questions which were used to conduct over 100 interviews with regular SALC users. Limitations and next steps in the project are also provided.

Exploring Basic Psychological Needs in a Language Learning Center. Part 2: The Autonomy-Supportive Nature and Limitations of a SALC

Relay Journal ◽  
2019 ◽  
pp. 236-250
Author(s):  
Amelia Yarwood ◽  
Andria Lorentzen ◽  
Alecia Wallingford ◽  
Isra Wongsarnpigoon
Keyword(s):  
Language Learning ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Learning Center ◽  
Supportive Environment ◽  
Main Components ◽  
Supportive Nature ◽  
Insight Into

Basic Psychological Needs Theory (BPNT) is one of several mini theories within Self-Determination Theory, a framework developed by Deci and Ryan’s (1985) to study human motivation. As part of a larger, on-going project, the three main components of BPNT, autonomy, relatedness and competence, are used as points of evaluation to determine the autonomy-supportiveness of a Japanese self-access learning center (SALC). Based on the analysis of 107 interviews, we will highlight how the SALC is structured to be an autonomy-supportive environment. Additionally, we will provide insight into the importance of relatedness to the learners of our SALC and explore the contractions between their desire to communicate in English and their reluctance to actualize their desires. Based on these findings, future interventions will be discussed to outline actions the SALC can take in order to further develop the autonomy-supportive nature of the self-access environment.

scholarly journals Observing a Social Learning Space: A Summary of an Ethnographic Project in Progress

Relay Journal ◽  
2018 ◽  
pp. 209-220
Author(s):  
Michael Burke ◽  
Daniel Hooper ◽  
Bethan Kushida ◽  
Phoebe Lyon ◽  
Jo Mynard ◽  
...  
Keyword(s):  
Social Learning ◽  
The Self ◽  
Ethnographic Research ◽  
International Studies ◽  
Learning Center ◽  
Student Behaviors ◽  
Research Project ◽  
Learning Space

This paper is a brief summary of an ethnographic research project currently in progress. Although the authors plan to present multiple papers based on the research, this paper has been written with the purpose of documenting progress so far. The main aims are to keep colleagues informed and to ensure that all of the steps are recorded to aid future dissemination of the findings. The authors summarize a project which started in June 2017 and will continue for several years observing student behaviors occurring in one social learning space in the Self-Access Learning Center (SALC) at Kanda University of International Studies (KUIS).

The Adaptation of a Linguistic Risk-Taking Passport Initiative: A Summary of a Research Project in Progress

Relay Journal ◽  
2019 ◽  
pp. 415-436
Author(s):  
Ewen MacDonald ◽  
Nicholas Thompson
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Risk Taking ◽  
Second Language Learning ◽  
Willingness To Communicate ◽  
International Studies ◽  
Learning Center ◽  
Research Project ◽  
Confidence Levels ◽  
Language Classroom

This article outlines the rationale, background and preliminary findings of an ongoing linguistic risk-taking passport initiative at Kanda University of International Studies (KUIS) in Japan. The aim of the initiative is to encourage students to take various risks to build their confidence during their language learning journeys and help them to effectively utilise extra opportunities available for second language learning both inside and outside of the language classroom. The level, nature and frequency of linguistic risks taken, as well as students’ anxiety and confidence levels, willingness to communicate and their strategies for managing emotions are currently under investigation. Initial findings of the initiative indicated that many students felt comfortable and confident using English and taking risks, enjoyed the risk-taking process, and were able to discover new opportunities for practicing English, particularly those available in KUIS’s Self-Access Learning Center.

scholarly journals In-Between the Process and Outcome in Advising in Language Learning: Reflecting on my Very First Advising Session

Relay Journal ◽  
2018 ◽  
pp. 65-77
Author(s):  
Gamze Güven Yalçın
Keyword(s):  
Language Learning ◽  
Training Program ◽  
The Self ◽  
International Studies ◽  
Learning Center ◽  
Practice Session ◽  
Hands On ◽  
Process And Outcome

This paper contains the reflections of a novice advisor who had the opportunity to attend a thoroughly comprehensive four phase-training program, the first of which had the purpose of teaching the basics of advising (philosophy, strategies, knowledge, etc.) with hands-on practice. As for the practice, the trainees were assigned to have a practice session with a student near the end of the first phase at the Self-Access Learning Center (‘The SALC’) at Kanda University of International Studies (KUIS) in Japan, where the training itself took place.

scholarly journals Fostering English Use in a SALC through a Discussion-Based Classroom Intervention

2019 ◽  
pp. 356-378
Author(s):  
Amelia Yarwood ◽  
Crystal Rose-Wainstock ◽  
Michelle Lees
Keyword(s):  
Psychological Needs ◽  
Basic Psychological Needs ◽  
International Studies ◽  
Classroom Intervention ◽  
Post Intervention ◽  
Self Reflection ◽  
Wide Range ◽  
English Major ◽  
Context Data ◽  
Group Interviews

Self-access learning centres (SALCs) are spaces in which learners are provided with access to resources that can assist them in achieving their goals. Within the SALC at Kanda University of International Studies, there is a wide range of resources available to students. However, a prior in-house study (Yarwood, Lorentzen, Wallingford, & Wongsarnpigoon, 2019) indicated that the resources were not being fully utilised by the students. The aim of our intervention study was to explore how targeted discussion topics could be used in classroom settings to assist non-English major students in feeling supported in their autonomous use of English within the SALC context. Data were collected in the form of a post-intervention survey, and focus group interviews. The data were then analysed using Basic Psychological Needs Theory (BPNT), a sub-theory within Self-Determination Theory (Ryan & Deci, 1987). Our findings suggest that the intervention fostered feelings of competence in both students’ English abilities, and their ability for self-reflection. Feelings of competence combined with support from peers motivated a portion of students to increase their use of English within the SALC. While many students felt that the intervention had helped them to increase their use of English in the SALC, the majority of students were uncertain about the effectiveness of the intervention. We will present several possible reasons for these findings.

scholarly journals The need for cognition within the academic motivation space

2017 ◽  
Vol 49 (1) ◽  
pp. 7-30
Author(s):  
Aleksandar Vasic
Keyword(s):  
Academic Motivation ◽  
Need For Cognition ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Internal Motivation ◽  
Cognition Scale

The self-determination theory presumes several types of motivation distributed along the theoretical continuum. On the other side, certain research studies point to the need for cognition which is the source of internal motivation, as one of the aforementioned types of motivation. This theoretical and conceptual closeness served as an impetus for the research conducted on the convenient sample of 364 students of both genders (59% of female respondents), aged 18 to 35 (M=20.05; SD=1.52). In generating the data, the Academic Motivation Scale for Students (AMS-SI) and the shortened version of the Need for Cognition Scale (NFCS-S) were used. During data analysis, we first checked the internal metric characteristics of the scales and quantitatively defined the features measured by these instruments. In locating the need for cognition within the academic motivation space, hierarchical multiple regression analysis and multidimensional scaling were used. Four valid and reliable dimensions of student academic motivation were defined as internal, introjected and external motivation, and amotivation. One dominant, reliable and valid main subject of measuring of the need for cognition scale was defined as well. In the common space of academic motivation and the need for cognition, internal motivation clearly stands out as the basic correlate of this need. Future research should further reexamine the assumption of the self-determination theory about three basic psychological needs vital for the development of motivation.

scholarly journals Resource Coordination in the Self-Access Learning Center at Kanda University of International Studies for the 2017-2018 Academic Year: Activity, Concept, and Expanding Definitions

Relay Journal ◽  
2018 ◽  
pp. 178-196
Author(s):  
Curtis Edlin ◽  
Yuri Imamura
Keyword(s):  
Support Staff ◽  
The Self ◽  
International Studies ◽  
Learning Center ◽  
Future Directions ◽  
Academic Year ◽  
Resource Coordination

In the 2017-2018 academic year, the Self-Access Learning Center, Kanda University of International Studies moved into a new purpose-built building. This new building has afforded many opportunities to rethink the place of resources in the center, as well as what constitutes resources and how we can facilitate their use. The move has also presented numerous challenges to which advising team and other support staff have had to react rapidly. This report reflects on the tasks and approaches of the two resource coordinators and resource teams for the 2017-2018 academic year. It additionally provides further commentary on our expanding definitions of resources, as well as how they are being approached by resource teams and others, both within the limits of resource coordination and without, and in addition to future directions.

scholarly journals Student Perceptions of the English Lounge after a Layout Change

Relay Journal ◽  
2018 ◽  
pp. 221-235
Author(s):  
Allen Chen ◽  
Jo Mynard
Keyword(s):  
Student Perceptions ◽  
Student Feedback ◽  
The Self ◽  
International Studies ◽  
Learning Center ◽  
English Only ◽  
Made In

This research aims to understand how students use English at the Self Access Learning Center (SALC) at Kanda University of International Studies (KUIS). Specifically, the research is focused on the second floor of the SALC which is intended to be an English only space. The new SALC opened in April 2017, but some layout changes were made in September (the start of the second semester) in response to student feedback indicating that the English Lounge was intimidating and difficult to access. The present research investigates whether students use the English Lounge differently since the layout change and their views on how the SALC can further be improved.

scholarly journals “Still Sounds Quite a Lot to Me, But Try it And See”. Reflecting on my Non-Directive Advising Stance

Relay Journal ◽  
2018 ◽  
pp. 98-107
Author(s):  
Jo Mynard
Keyword(s):  
The Self ◽  
International Studies ◽  
Learning Center ◽  
Self Directed Learning ◽  
Directed Learning ◽  
One To One

This reflective observation takes place at the self-access learning center (‘The SALC’) at Kanda University of International Studies (KUIS) in Japan. The environment is supportive and there is a one-to-one professional advising service and also courses and modules on self-directed learning that students can take for credit.

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