Publications in academic journals and books by ELI members.
2013-14 Academic Year
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, pp. 69-89. Charlotte: Information Age Publishing.
Morrison, B.R. (2013). Creating diagnostic frameworks for supporting focused, effective, self-directed learning. In T. Pattison (Ed.). IATEFL 2012Conference Selections, pp. 47-49. Canterbury: IATEFL.
2012 -2013 Academic Year
Brown, M., Castellano, J., Hughes, E., Worth, A. (2012). Integration of iPads into a Japanese university English language curriculum. The JALTCALL Journal 8(3), 197-210.
Morrison, B. R., & Navarro, D. (2012). Shifting roles: From language teachers to learning advisors. System 40(3), 349-359.
Morrison, B.R. (2012). From student-centred teaching to learner-led learning. Independence IATEFL Learner Autonomy SIG Newsletter 54, 10-12.
Morrison, B.R. (2012). Learning lessons: Implementing the autonomy approach. IATEFL 2011 Conference Selections, pp. 73-75. Canterbury: IATEFL.
Mynard,. J. & Carson, L. (2012). Advising in language learning: Dialogue, tools and context. Harlow, UK: Pearson Education.
Mynard, J. (2012). A suggested model for advising in language learning. In J. Mynard & L. Carson (Eds.) Advising in language learning: Dialogue, tools and context (pp. 26-40). Harlow, UK: Pearson Education.
Mynard, J. (2012). Editorial. Studies in Self-Access Learning Journal, 3(3), 212-214.
Rowland, L., & Barrs, K. (2012). Working with textbooks: Reconceptualising student and teacher roles in the classroom. Innovation in Language Learning and Teaching.
Rowland, L. (2012). The pedagogical benefits of a linguistic landscape project in Japan. International Journal of Bilingual Education and Bilingualism, 1-12.
Thornton, K. and Mynard, J. (2012). Investigating the Focus of Advisor Comments in a Written Advising Dialogue. in C. Ludwig and J. Mynard (Eds.) Autonomy in language learning: Advising in action. Canterbury, Kent: IATEFL. pp. 137 – 153.
Thornton. K. (2012). Target language or L1: Advisors’ perceptions on the role of language in a learning advisory session. In. J. Mynard & L. Carson (Eds.). Advising in language learning: Dialogue, tools and context (pp. 65-86). Harlow, UK: Pearson Education.
2011 – 2012 Academic Year
Barrs, K. (2012). Fostering computer-mediated L2 interaction beyond the classroom. Language Learning & Technology Journal, 16(1), 10-25.
Castellano, J., Mynard, J., & Rubesch, T. (2011). Student technology use in a self-access center. Language Learning & Technology Journal, 15(3), 12-27.
Everhard, C.J., & Mynard, J. with Smith, R. (2011) (Eds). Autonomy in language learning: Opening a can of worms. Canterbury: IATEFL.
Johnson, N.H., & deHaan, J. (2011). Second language development through technology mediated strategic interaction. Asian EFL Journal, 14 (3), 69 – 101.
Lammons, E. (2011). Finding my way: Transitioning from teaching to advising. Independence, 53, 27-31.
Lockley, T. (2011). Pre-university experience of ICT and Self-Access Learning in Japan. Studies in Self-Access Learning Journal, 2(3), 182-194.
Lockley, T., & Farrell, S. (2011). Is grammar anxiety hindering English speaking in Japanese students? JALT Journal, 33(1), 175-189.
MacKenzie, D., Promnitz-Hayashi, L., Jenks, D., Geluso, J., Delgado, R., & Castellano, J., & Hinkleman, D. (2011). Blended learning spaces: Synchronous Blending. JALTCALL Journal 7(1), 43-60.
McCarthy, T. M. (2011). Developing a classroom-based self-access learning course: A course evaluation. ELTWO Journal, volume 3.
Morrison, B. R. (2011). On self-directed learning modules for independent learning: IELTS exam preparation. Studies in Self-Access Learning Journal 2(2), 51-67
Morrison, B. R. (2011). The bespoke syllabus, objective setting and WIN analyses. Independence IATEFL Learner Autonomy SIG Newsletter 52, 16-18.
Valdivia, S., McLoughlin, D., & Mynard, J. (2011). The importance of affective factors in self-access language learning courses. Studies in Self-Access Learning Journal, 2(2), 91-96.
Mynard, J. (2011). Editorial (special issue on skills development). Studies in Self-Access Learning Journal, 2(1), 1 – 3.
Mynard, J. (2011). Editorial (special issue on learner involvement). Studies in Self-Access Learning Journal, 2(2), 48-50.
Mynard, J. (2011). Editorial (special issue on CALL, e-learning and m-learning). Studies in Self-Access Learning Journal, 2(3), 100-106.
Mynard, J., & Thornton, K. (2012). The degree of directiveness in written advising: A preliminary investigation. Studies in Self-Access Learning Journal, 3(1), 41-58.
Yamaguchi, A., Hasegawa, Y., Kato, S., Lammons, E., McCarthy, T., Morrison, B. R., Mynard, J., Navarro, D., Takahashi, K., & Thornton, K. (2012). Creative Tools that Facilitate the Advising Process. In Ludwig and J Mynard (Eds.) Autonomy in language learning: Advising in action (pp. 115-136). Canterbury, UK: IATEFL.
Like this:
Like Loading...
Recent Comments