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Overview
Full Product Details
Author: Neil Curry , Phoebe Lyon , Jo Mynard
Publisher: Multilingual Matters
Imprint: Multilingual Matters
Dimensions:
Width: 15.60cm
, Height: 2.40cm
, Length: 23.40cm
Weight: 0.700kg
ISBN: 9781800415584
ISBN 10: 1800415583
Pages: 376
Publication Date: 12 September 2023
Audience:
College/higher education
,
Professional and scholarly
,
Postgraduate, Research & Scholarly
,
Professional & Vocational
Format: Hardback
Publisher's Status: Active
Availability: In Print 
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Table of Contents
Contributors Foreword. Hayo Reinders Part 1: Setting the Scene Chapter 1. Jo Mynard, Neil Curry and Phoebe Lyon: Promoting Reflection on Language Learning: Introduction Chapter 2. Neil Curry: Overview of the Institutional and Educational Context Part 2: Theoretical Constructs Chapter 3. Jo Mynard: Promoting Reflection on Language Learning: A Brief Summary of the Literature Chapter 4. Satoko Kato: Reflecting through Dialogue Part 3: Insights from Initial Studies Chapter 5. Phoebe Lyon, Amanda J. Yoshida, Heather Yoder, Ewen MacDonald, Dominique Vola Ambinintsoa and Neil Curry: Fostering Learner Development through Reflection: How the Project Started Chapter 6. Neil Curry, Phoebe Lyon, Amanda J. Yoshida, Heather Yoder, Ewen MacDonald and Dominique Vola Ambinintsoa: Developing Instruments and Tools to Examine Reflection in Our Context Chapter 7. Ross Sampson: Encouraging Introspection on Speaking Performance in Class: Findings from Student Reflections Part 4: Intervention Studies Chapter 8. Ewen MacDonald: Tools and Techniques for Helping Language Learners Manage their Target Language Use in the Classroom Chapter 9. Dominique Vola Ambinintsoa and Ewen MacDonald: A Reflection Intervention: Investigating Effectiveness and Students’ Perceptions Chapter 10. Amanda J. Yoshida: Learner Reflection on Group Work and Leadership Skills Chapter 11. Christine Pemberton and Jo Mynard: Promoting and Evaluating Students’ Development of Self-Directed Language Learning and Reflective Abilities Chapter 12. Allen Ying and Haruka Ubukata: Understanding the Effectiveness of Reflection on Fluency Writing and Grammar Logs Part 5: Reflection and Technology Chapter 13. Charlotte Lin and Jo Mynard: Considerations for Promoting Reflection on Language Learning with Technology: Insights from Stakeholders Chapter 14. Jared R. Baierschmidt: Incorporating Reflective Practices into a Class about Learning English through Video Games Chapter 15. Prateek Sharma: Facilitating Student Reflection Using an Online Platform Chapter 16. Robert Stevenson and Phillip A. Bennett: Reflective Practice for Transformative Learning in a MOOC Course Part 6: Tools and Activities for Promoting Reflection in Practice Chapter 17. Yuri Imamura and Isra Wongsarnpigoon: Promoting Reflective Dialogue through Introductory Self-Directed Learning Courses Chapter 18. Huw Davies and Amelia Yarwood: Training Reflective Learners: Designing, Implementing and Evaluating Reflective Activities in a Self-Study Module Chapter 19. Malgorzata Polczynska, Jeffrey Goncalves and Eduardo Castro: Fostering Interactive Reflection on Language Learning through the Use of Advising Tools Part 7: Retrospective Reflections Chapter 20. Haruka Ubukata and Tim Murphey: Reflective Action Logging: Well-Becoming and Learning Chapter 21. Amanda J. Yoshida: A Teacher Learns How to Advise Chapter 22. Phillip A. Bennett: Practice What You Teach: Supporting from Student Perspectives Part 8: Conclusions Phoebe Lyon: Conclusions: How Can We Promote Reflection on Language Learning? Index
Reviews
This is an excellent collection on how university language learners (especially in Japan) can reflect on their learning, using different tools and evaluate whether their learning goals are succeeding. The book provides valuable insights and proven methods of support for language learners in developing reflective awareness about their own learning. * Thomas S.C. Farrell, Brock University, Canada * A refreshing take on this important aspect of language learning! It brings together theoretical perspectives and a variety of small-scale studies which collectively serve to demystify the process of enhancing learner reflection. The focus on practical tools and activities makes this book invaluable for educators looking to promote reflection in their contexts. * Katherine Thornton, Otemon Gakuin University, Japan *
This is an excellent collection on how university language learners (especially in Japan) can reflect on their learning, using different tools and evaluate whether their learning goals are succeeding. The book provides valuable insights and proven methods of support for language learners in developing reflective awareness about their own learning. * Thomas S.C. Farrell, Brock University, Canada *
Author Information
Neil Curry has been a Learning Advisor in the Self-Access Learning Center at Kanda University of International Studies, Japan, since 2013. As well as being responsible for the department’s curriculum development, his primary interests include learner autonomy, self-directed learning, foreign language anxiety and reflection on learning. Phoebe Lyon is a Principal Lecturer for Curriculum and Assessment and lecturer in the ELI at Kanda University of International Studies, Japan. Her research interests include learner autonomy, learner identity, curriculum and materials development and assessment. 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, Japan.
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