RILAE was set up in 2017 by Jo Mynard, Satoko Kato and myself at Kanda University of International Studies in Tokyo to provide a global network for practitioners and researchers in the broad area of learner and teacher autonomy.
RILAE promotes research, professional development, and best practice in developing lifelong and lifewide autonomous learning. We do this through:
– an active community of practitioners and researchers and support in finding partners
– regular, free online sessions for professional development and sharing best practice in research and practice of autonomy
– an online research ‘helpdesk’
– an open-access journal, called Relay, open to all practitioners and researchers to share projects, innovative practice, research findings, etc
– short courses and accredited certificate and (coming soon) degree programmes in the area of autonomy
– a repository of research instruments for autonomy-related studies
– a corpus of data for autonomy-related studies
A website will be launched in November.
The relationship between learner autonomy and language acquisition has long fascinated researchers but very few studies exist that have explicitly investigated how they might be connected. In this study we will be monitoring an entire cohort of university students over a period of five years, recording all of their language instruction (both at university and elsewhere) and for a subset of students all of their out-of-class exposure and learning will be recorded as well. In addition we will collect a range of data related to autonomy, such as Willingness to Communicate, motivation and engagement with opportunities for learning beyond the classroom. All this information will be related to students’ language proficiency as it develops over five years.
The first phase of the project is now in progress and language and WTC data has been collected for 2328 students.
Preliminary results will be made available on a dedicated website in the coming months.
Below you can watch a short video about an article that Phil Benson and I recently published in Language Teaching.
Reinders, H. & Benson, P. (2017). Language learning beyond the classroom: A research agenda. Language Teaching, 50(4): 561-578. You can read the article here.
Innovation in Language Learning and Teaching is an international, peer-reviewed journal published by Taylor & Francis, edited by myself with Terry Lamb. The journal is devoted to methodological and pedagogical innovation in language teaching and research. It publishes research articles, review articles and book/materials reviews relating to different approaches to, methods for, and modes of language learning and teaching. The most recent issue (3:4) is a special issue guest-edited by Richard Smith on the topic of ‘teacher education for autonomy’. A list of editorial and review board members is available here. We invite authors to submit articles that fall within the journal’s scope. For more information visit the journal’s website.
Innovation in Language Learning and Teaching is indexed in:
Australian Research Council (ARC) Ranked Journal List
Contents Pages in Education
MLA International Bibliography (Modern Language Association)
Linguistics and Language Behavior Abstracts
A number of scales exist that have been designed to measure (aspects of) learner and teacher autonomy. On this page I list them and include links to their sources, where available. (update: in November a more comprehensive ‘Research Repository’ will go live).
What is your big idea? If you have a book inside you that is trying to get out and conquer the world, you may want to consider ‘New Language Learning and Teaching Environments’, a book series I edit for Palgrave Macmillan. Books in the series are dedicated to recent developments in learner-centred approaches and the impact of technology on learning and teaching inside and outside the language classroom. It offers a multidisciplinary forum for presenting and investigating the latest developments in language education, taking a pedagogic approach with a clear focus on the learner, and with clear implications for both researchers and language practitioners.
Aims and scope:
• To publish cutting-edge research into current developments and innovation in language learning and teaching practice.
• To publish applied accounts of the ways in which these developments impact on current and future language education.
• To encourage dissemination and cross-fertilisation of policies and practice relating to learner-centred pedagogies for language learning and teaching in new learning environments.
• To disseminate research and best practice in out-of-class and informal language learning.
Work on New Language Environments encompasses research (both theoretical and applied) and development in areas as diverse as (and not limited to):
Books in the series may cover any of the following topics. This is just a list of suggestions and is by no means comprehensive:
Learning analytics and data mining
Content and Language Integrated Learning
Life-long and life-wide learning
Language Advising and Counselling
If you have an idea that you would like to run past me, please don’t hesitate to drop me a line. If you wish to submit a full proposal, you can download the template here.
There are 11 books in the series now with several more due soon.