Dr. Jo Mynard
Jo Mynard, Ph.D.

Professor: TESOL

Originally from Wales in the UK, Dr. Jo Mynard is an Associate Professor and Director of the Self-Access Learning Centre (SALC) at Kanda University of International Studies in Japan. She completed her Doctorate in Education (TEFL) at the University of Exeter, UK in 2003 and her M.Phil, in Applied Linguistics at Trinity College, Dublin in 1997. Before joining KUIS in 2008, she worked as an Associate Professor of English language at NUCB/Koryo College in Nagoya for three years where she developed, taught, and evaluated a range of undergraduate language courses. Prior to moving to Japan, she worked in Abu Dhabi in the United Arab Emirates for seven years; one year at a high school and six years at Zayed University (ZU). As a founding faculty member at ZU, she was involved in English language curriculum development and materials development from the ground up. From her third year, she founded and coordinated the Learning Enhancement Centre (LEC) which was designed to support learners’ autonomous language study. Dr. Mynard has also taught English to foreign language learners in Spain, Ireland and England and has been involved in language education since 1993. She has conducted teacher workshops in Mexico, Thailand, Cambodia, Japan and the UAE. She has been the editor of SiSAL Journal (Studies in Self-Access Learning) since 2010 and is on the editorial board of many international research journals. She has been a committee member of the IATEFL Learner Autonomy Special Interest Group since 2001. She is currently the Publications Officer for the group and a joint series editor for the "Autonomy in Language Learning" series of e-books. http://lasig.iatefl.org 
     Her professional interests are learner autonomy, advising in language learning, self-access learning, affective factors in learning, motivation, and CALL. She has co-edited four books. Two on learner autonomy (2011; 2014), and two on advising in language learning (2012). Her most recent book ‘Reflective dialogue: Advising in language learning’, co-authored with Satoko Kato, was published in 2015 by  Routledge New York as part of their ‘Research and Resources in Language Teaching” series.

 

Message from Jo Mynard, Ph.D

Hi everyone! I’m really looking forward to meeting you online and engaging in discussions about language teaching and learning!


Books

  • Everhard, C. J., Mynard, J., with Smith, R. (Eds.) (2011), Autonomy in language learning: Opening can of worms. Canterbury, UK: IATEFL.
  • Kato, S., & Mynard, J. (2015). Reflective dialogue: Advising in language learning. New York, NY: Routledge. 
  • Ludwig, C., & Mynard, J. (Eds.) (2012), Autonomy in language learning: Advising in action. Canterbury, UK: IATEFL
  • Mynard, J., & Carson, L. (Eds.) (2012), Advising in language learning: Dialogue, tools and context. Harlow: Longman.
  • Mynard, J., & Ludwig, C. (Eds.) (2014), Autonomy in language learning: Tools, tasks and environments. Faversham, UK: IATEFL.

Book chapters

    • Mynard, J., & Troudi, S. (2008). Female Emirati students' perceptions of using a chat room to learn English. In P. Davidson, J. Shewel and W. J. Moore (Eds.) Educational technology in the Arabian Gulf: Theory, research and pedagogy (pp. 249-262). Dubai: TESOL Arabia.
    • 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. 26-41). Harlow, UK: Pearson.
    • Mynard. J., & Troudi, S. (2014). The Internet chat room: A tool for promoting learner autonomy. In R. Al Mahrooqi & S. Troudi (Eds.), Using technology in foreign language teaching (pp. 162- 184). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
    • Mynard, J. (in press). Investigating social presence in a social networking environment. In K. Van de Poel & C. Ludwig (Eds.), Collaborative language learning and new media: Insights into an evolving field. Frankfurt, Germany: Peter Lang.
    • Sekiya, Y., Mynard, J., & Cooker, L. (2010).  学習者の自律を支援するセルフアクセス学習 [Self-access learning which supports learner autonomy]. In H. Kojima, N. Ozeki & T. Hiromori. (Eds.), 「英語教育学大系」全13巻中の第6巻「成長する英語学習者―学習者要因と自律学習」大修 館書店 [Survey of English Language Education: Vol. 6. Developing English learners: Learner factors & autonomous learning] (pp. 191-210). Tokyo: Taishukan-shoten.
    • Sekiya, Y., Mynard, J., & Cooker, L. (2010). 大学英語教育への応用 8. セルフアクセス学習と大学教育 [Implications for university education: 8. Self-access learning and university education]. In H. Kojima, N. Ozeki & T. Hiromori. (Eds.), 「英語教育学大系」全13巻中の第6巻「成長する英語学習者―学習者要因と自律学習」大修 館書店 [Survey of English Language Education: Vol. 6. Developing English learners: Learner factors & autonomous learning] (pp. 225-227). Tokyo: Taishukan-shoten.
    • Thornton, K., & 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 (pp. 137-153). Canterbury, UK: IATEFL.
    • Valdivia, S., McLoughlin, D., & Mynard, J. (2012). The portfolio: A practical tool for advising learners in a self-access centre in Mexico. In J. Mynard & L. Carson (Eds.), Advising in language learning: Dialogue, tools and context (pp. 205-210).  Harlow: Pearson Education.
    • 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 C. Ludwig and J. Mynard (Eds.) Autonomy in language learning: Advising in action (pp. 115-136). Canterbury, UK: IATEFL.
    • Articles in refereed journals

 

Articles 

  • Castellano, J., Mynard, J., & Rubesch, T. (2011). Student technology use in a self-access centre. Language Learning and Technology, 15(3), 12-27. 
  • McLoughlin, D., & Mynard, J. (2009). An analysis of higher-order thinking in online discussions. Innovations in Education and Teaching International, 46(2), 147-160.
  • McLoughlin, D., & Mynard, J. (2015). How do independent language learners keep going? The role of interest in sustaining motivation. rEFLections: Special issue: Innovation in ELT, 19, 38-57.
  • Mynard, J. (2006). A teacher's role in using synchronous computer-mediated communication to promote learner autonomy. The Language Teacher, 30(2), 13-16.
  • Mynard, J., & Almarzouqi, I. (2006). Investigating peer tutoring. ELT Journal, 60(1), 13-22.
  • Mynard, J. (2007). A blog as a tool for reflection for English language learners. Asian EFL Journal: Professional teaching articles, 24. http://www.asian-efl-journal.com/pta_Nov_07_jm.php
  • Mynard, J. (2011). Learning environments that facilitate reflection on language learning. JALT CALL Journal, 7(3), 293-306.
  • 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.
  • Mynard, J. (2012). An analysis of written advice on self-directed learning modules and the effect on learning. Studies in Linguistics and Language Teaching, 23, 125-150.
  • Mynard, J., & Murphy, P. (2013). An investigation into offering flexible language courses utilising blended learning. Studies in Linguistics and Language Teaching, 24.
  • Mynard, J. (2014). Striving for diversity, accessibility and quality: Evaluating SiSAL Journal. Studies in Self-Access Learning Journal, 5(2). Retrieved from: http://sisaljournal.org/archives/june14/mynard/
  • Mynard, J., & McLoughlin, D. (2014). Affective factors in self-directed learning. Working Papers in Language Education and Research, 2(1), 27-41.
  • Mynard, J. (2016). Looking backwards and forwards: Evaluating a 15-year-old SALC for continued growth. Studies in Self-Access Learning Journal, 7(4), 427-436.
  • Takahashi, K., Mynard, J., Noguchi, J., Sakai, A., Thornton, K., & Yamaguchi, A. (2013). Needs analysis: Investigating students’ self-directed learning needs using multiple data sources. Studies in Self-Access Learning Journal, 4(3), 208-218.
  • 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.
  • Watkins, S., Curry, N., & Mynard, J. (2014). Piloting: Re-designing and evaluating a self-directed learning curriculum. Studies in Self-Access Learning Journal, 4(3), 58-78.

Conference proceedings

  • Kershaw, M., Mynard, J., Promnitz-Hayashi, L., Sakaguchi, M., Slobodniuk, A., Stillwell, C., & Yamamoto, K. (2010). Promoting autonomy through self-access materials design. In A. Stoke (Ed). JALT 2009 Conference Proceedings: The Teaching-Learning Dialogue: An Active Mirror, pp. 151-159.
  • McLoughlin, D., & Mynard, J. (2007). Using online forums and promoting higher-order thinking. In Jendli, A., Troudi, S. & Coombe, C. (Eds.) The Power of Language: Perspectives from Arabia. TESOL Arabia 2006 conference proceedings. Dubai: TESOL Arabia, pp. 344-356.
  • Mynard, J., & Sorflaten, R. (2003). Facilitating learning through peer tutoring. In Syed, Z., Coombe, C. and Troudi, S. (Eds). TESOL Arabia 2002 conference proceedings Volume VIII. Critical reflection and practice, pp. 287-302.
  • Mynard, J. (2004). Investigating evidence of learner autonomy in a virtual EFL classroom: A grounded theory approach. In J. Hull, J. Harris, and P. Darasawang (Eds.). Research In ELT: proceedings of the international conference 9-11 April, 2003. School of Liberal Arts and the Continuing Education Center, King Mongkut's University of Technology Thonburi, Thailand pp. 117-127.
  • Mynard, J. (2009). How blogging can promote learner autonomy. In Carroll, M., Castillo, D., Cooker, L., & Irie, K. (Eds.). (2009). Proceedings of the Independent Learning Association 2007 Japan Conference (online): Exploring theory, enhancing practice: Autonomy across the disciplines. Kanda University of International Studies, Chiba, Japan, October 2007.
  • Mynard, J. (2009). Using action research to improve a TOEIC preparation course. In B. Beaven, B. IATEFL 2008: Exeter conference selections. Canterbury: IATEFL, pp. 171-173.
  • Mynard, J. (2010). Promoting cognitive and metacognitive awareness through self-study modules: An investigation into advisor comments. In W. M. Chan, S. Chi, K. N. Chin, J. Istanto, M. Nagami, J. W. Sew, T. Suthiwan, & I. Walker (Eds.), Proceedings of the Fourth Centre for Language Studies International Conference (pp. 610-627). Singapore: National University of Singapore.
  • Mynard, J., & Navarro, D. (2010). Dialogue in self-access learning. In A. Stoke (Ed). JALT2009 Conference Proceedings: The Teaching-Learning Dialogue: An Active Mirror, pp. 95-102.
  • Mynard, J. (2012). Raising awareness of learning processes with technology tools. The Asian Conference on Technology in the Classroom, Osaka, Japan 2012, pp. 1-9. 
  • Mynard, J., & McLoughlin, D. (2016). Sustaining motivation: Self-directed learners’ stories. Proceedings of the 7th Centre for Language Studies International Conference (pp. 217-228). Singapore: National University of Singapore.

Book reviews

  • Mynard, J. (2004). Review of the "Just" course book series by Jeremy Harmer. Perspectives, 11(2), 25-26. Mynard, J. (2004). Book review of "Learner autonomy across cultures: language education perspectives Edited by David Palfreyman and Richard Smith". TESOL Arabia Learner Independence Newsletter.
  • Mynard, J. (2006). Book review of "Learner autonomy across cultures: language education perspectives” Edited by David Palfreyman and Richard Smith". Independence, 37, 28-30.
  • Mynard, J. (2008). Book review of “Learner autonomy in CALL environments” by Klaus Schwienhorst (2008). Independence, 44, 41-44.
  • Mynard, J. (2012). Book review of “M. Nicolson, L. Murphy, & M. Southgate (Eds). (2011). Language teaching in blended contexts. Edinburgh, U.K.: Dunedin Academic Press”. London Review of Education.
  • Mynard, J. (2016). Book review of “Elizabeth R. Miller: The language of adult immigrants: Agency in the making”. Applied Linguistics, 37(3), 445-450. doi: 10.1093/applin/amv077

Special Issues of journals

  • Curry, N., & Mynard, J. (2014). Editorial: Directions in self-access learning. Studies in Self-Access Learning Journal, 5(1). (Special issue on directions in self-access learning).
  • Mynard, J. (2010). Editorial. Studies in Self-Access Learning Journal, 1(1), 1-4. (Special issue on self-access principles and practices).
  • Mynard, J. (2010). Editorial. Studies in Self-Access Learning Journal, 1(2), 68-71. (Special issue on self-access materials and methods).
  • Mynard, J. (2010). Editorial. Studies in Self-Access Learning Journal, 1(3), 158-160. (Special issue on self-access motivation and beliefs).
  • Mynard, J. (2011). Editorial. Studies in Self-Access Learning Journal, 2(1), 1-4. (Special issue on self-access skills development and practice).
  • Mynard, J. (2011). Editorial. Studies in Self-Access Learning Journal, 2(2), 48-50. (Special issue on self-access learner involvement).
  • Mynard, J. (2011). Editorial. Studies in Self-Access Learning Journal, 2(3). (Special issue on CALL, e-learning and m-learning in self-access).
  • Mynard, J., Pinter, A., & Werner, R. J. (2015). Self-access and young learners: Introduction to the special issue. Studies in Self-Access Learning Journal, 6(4), 322-331. (Special issue on self-access and young learners).
  • Mynard, J., & Edlin, C. (2016). Virtual and other learning spaces: Introduction to the special issue. Studies in Self-Access Learning Journal, 7(2), 110-114.
  • Mynard, J. (2016). Self-access in Japan: Introduction. Studies in Self-Access Learning, 7(4), 331-340.
  • Yamashita, H., & Mynard, J. (2015). Dialogue and advising in self-access learning: Introduction to the special issue. Studies in Self-Access Learning Journal, 6(1), 1-12.