Peer-reviewed papers by Scott J. Shelton Strong
INNOVATION IN LANGUAGE LEARNING AND TEACHING 15, NO. 5, 458–472, 2021
In this study, Japanese university students learning English in Japan were asked to keep a confid... more In this study, Japanese university students learning English in Japan were asked to keep a confidence-building diary (CBD) for one week in order to understand the benefits of maintaining a positive outlook for learning. The researchers investigated what activities the participants engaged in and what emotions they felt as a result, how the activity influenced their motivation for learning English and also whether participants later continued to engage in confidence-building activities. Drawing on basic psychological needs theory, self-determination theory, research on effect in language learning, and positive psychology, the researchers conducted a qualitative analysis of the diaries of 39 participants. The researchers also conducted follow-up interviews approximately five months later with seven participants. Participation in the CBD activities resulted mainly in positive emotions, occasionally in combination with negative emotions, and supported basic psychological needs. All participants considered the activity to be worthwhile, and there was evidence that some participants continued to intentionally engage in activities that produced positive emotions as a result of the CBD activity. The researchers suggest that the CBD is an effective tool for promoting positive feelings and supporting students’ basic psychological needs which are necessary to thrive and maintain motivation for sustained learning.
In this study, Japanese university students learning English in Japan were asked to keep a confid... more In this study, Japanese university students learning English in Japan were asked to keep a confidence-building diary (CBD) for one week in order to understand the benefits of maintaining a positive outlook for learning. The researchers investigated what activities the participants engaged in and what emotions they felt as a result, how the activity influenced their motivation for learning English and also whether participants later continued to engage in confidence-building activities. Drawing on basic psychological needs theory, self-determination theory, research on effect in language learning, and positive psychology, the researchers conducted a qualitative analysis of the diaries of 39 participants. The researchers also conducted follow-up interviews approximately five months later with seven participants. Participation in the CBD activities resulted mainly in positive emotions, occasionally in combination with negative emotions, and supported basic psychological needs. All participants considered the activity to be worthwhile, and there was evidence that some participants continued to intentionally engage in activities that produced positive emotions as a result of the CBD activity. The researchers suggest that the CBD is an effective tool for promoting positive feelings and supporting students' basic psychological needs which are necessary to thrive and maintain motivation for sustained learning.
Studies in Self-Access Learning, 2022
This paper documents part of the process of preparing to fully reopen the physical Self-Access Le... more This paper documents part of the process of preparing to fully reopen the physical Self-Access Learning Center (SALC) in a university in Japan after being somewhat interrupted during two years of the COVID-19 pandemic. Self-access is becoming increasingly complex, multi-faceted and multidisciplinary and it is necessary to revisit SALC mission statements periodically, particularly after major events or changes. A group of language educators working at the university examined literature and theories from a range of perspectives in order to inform the future directions of the SALC. In a series of meetings over a one-semester period, one or two team members led a guided discussion based on some key papers, talks or other resources related to eight themes. After a semester of such discussions, they returned to the mission statement and reexamined it, making it more theoretically robust and specific, acting as a guide for SALC services for a new era.
Shelton-Strong, S. J., & Tassinari, M. G. (2022) In J. Mynard & S. J. Shelton-Strong (Eds.), Autonomy support beyond the language learning classroom: A self-determination theory perspective (pp.185-205)., 2022
JOURNAL FOR THE PSYCHOLOGY OF LANGUAGE LEARNING, 2022
The field of self-access language learning (SALL), which is an established way of supporting lang... more The field of self-access language learning (SALL), which is an established way of supporting language learners outside the classroom through the provision of resources and spaces, spans more than five decades and is currently in a phase that Mynard (2019a) refers to as the 'basic psychological needs and wellbeing' phase. This is a turning point in SALL wherein the focus has shifted towards the need for (more explicitly) facilitating an autonomy-supportive environment outside the classroom. This focus supports language learners' needs for autonomy, relatedness and competence, and as such, aims to provide the conditions needed to foster language learning in an environment in which they can thrive and grow in psychologically healthy ways (Ryan & Deci, 2020). In this theoretical article, the authors make a case for using self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2017) as an overarching framework for future developments in the field of SALL. The article gives an overview of four key SALL support systems, showing how they can fulfil students' basic psychological needs. These four key support systems are: advising in language learning; structured awareness raising; conversation lounges; and interest-based, student-led learning communities.
Language Teaching Research, 2022
In this article self-determination theory (SDT) is used as a framework to explore ways in which '... more In this article self-determination theory (SDT) is used as a framework to explore ways in which 'advising in language learning' (advising) can be understood to support language learners' basic psychological needs of autonomy, competence and relatedness. These are defined in SDT as nutrients essential for integration, growth, healthy development and well-being (Ryan & Deci, 2017). SDT posits that social learning contexts in which learners' basic psychological needs are supported facilitate and sustain autonomous functioning, more effective learning and performance, strengthen adaptability, promote awareness, and foster greater wellness (Reeve, 2016; Ryan & Deci, 2017; Vansteenkiste et al., 2019). While a growing body of research provides insight into ways advising promotes and is supportive of autonomous language learning and transformation (Kato & Mynard, 2016; Mynard, forthcoming), more specific studies are believed to be needed to develop a deeper understanding of the potential of its supportive role in this area. To address this gap, this study investigates how learners' perceptions of their experiences in advising can be understood from an SDT perspective. Findings from a qualitative analysis of a self-reporting questionnaire suggests that participation in advising has potential to provide support for the satisfaction of language learners' basic psychological needs. Drawing on the theoretical underpinnings of SDT to interpret this evidence within the context of one-to-one advising, the author argues that advising in language learning can play an important role in providing an autonomy-supportive climate which can foster satisfaction of learners' needs for autonomy, competence and relatedness.
Psychology of Language and Communication, 2022
The present study takes a self-determination theory perspective (Ryan & Deci, 2017) to explore th... more The present study takes a self-determination theory perspective (Ryan & Deci, 2017) to explore the connections linking advising in language learning and basic psychological need satisfaction, and ways participation in advising can enhance learner well-being and flourishing. This study addresses a gap in research into advising by focusing on its role as psychological support for the language learner. The study adopts a concurrent triangulation mixed-methods approach to explore the advising experience of 96 Japanese language learners using an adapted version of the basic psychological needs satisfaction and frustration questionnaire (BPNSF; Chen et al., 2015) alongside an interpretative analysis of learner self-reports. The quantitative results show advising perceived as need-supportive, while the qualitative analysis identified examples of autonomous functioning, personal growth, and caring relationships as antecedents of need satisfaction. Together the findings suggest advising has an important role in supporting language learners in ways that underpin flourishing and enhance learner well-being.
Relay Journal, 2018
In this paper, the authors will give an overview of a course that helps learners to develop self-... more In this paper, the authors will give an overview of a course that helps learners to develop self-directed learning skills, focusing specifically on the ways in which the course addresses the affective dimensions of learning. Numerous studies have shown that the affective state is one the most important aspects of learning, yet least understood by students. Developing an awareness and control of affective factors is approached in several ways at the authors’ institution. For example, the course incorporates activities designed to raise awareness of affective factors while also engaging learners in social interaction with others; individual advising sessions often focus on feelings and psychological factors; a guided reflective journal asks learners to monitor their motivation and emotions; and the self-access centre provides affective support in the form of worksheets and leaflets. This paper will include a focus on examples of course activities and students’ work, followed by a discussion of the effectiveness and challenges of the practical interventions.
CELE Journal, 2018
Teaching and learning languages through a focus on speaking and classroom talk is for many what C... more Teaching and learning languages through a focus on speaking and classroom talk is for many what Communicative Language Teaching (CLT) is meant to imply. Learners are often encouraged from the first day of a course to talk to one another, and for many teachers, a noisy classroom presupposes evidence of learning. However, the duality of communication involves silence as well as talk. What this silence might mean for language learners, and in what ways it might be employed as a tool for learning, is explored in depth in: Understanding silence and reticence: Ways of participating in second language acquisition, the book under review. The research presented in this collection is the result of insightful dialogic inquiry into six culturally divergent scenarios in the form of case studies. These studies highlight the author's interpretative data analysis of the participants' voices to build a narrative which draws out a number of unexpected findings, and challenges a conventional view of silence in the ELT classroom.
Relay Journal, 2018
Autonomy and assessment have been the subject of renewed interest within the field of education. ... more Autonomy and assessment have been the subject of renewed interest within the field of education. English Language Teaching (ELT) contexts have attracted particular interest as the importance of learner autonomy for language learners continues to be researched and acknowledged, while an understanding of the relationship between assessment and autonomy continues to grow. Questions remain, however, as to whether autonomy lends itself willingly to assessment, or if, indeed, there are unobtrusive and practical ways to do so. Nevertheless, assessment and autonomy may be related at other junctures. This paper outlines a classroom-based intervention whereby assessment descriptors were used to engage university age English language learners in Japan in reflection and response, as one of the tools used in a continuous assessment approach to the evaluation of participation and communication. An examination of the background and context underpinning this intervention is first provided, followed by an analysis of learner responses to questions related to self-assessment. In conclusion, ways in which these may be viewed in relationship to broad indicators of autonomy, and the development of metacognitive awareness are discussed.
CELE Journal, 2017
Learner autonomy as a concept and as a desired outcome within the context of English language tea... more Learner autonomy as a concept and as a desired outcome within the context of English language teaching has continued to rise to the forefront of research and practice over the past two decades, and has a place of prominence in nearly any university course description linked to education and/or language learning/teaching. A number of books and academic papers over the years have centred on theoretical perspectives and how the capacity for autonomous learning might be fostered in language learners
CELE Journal, 2017
Learner autonomy often plays a focused role in higher education institutional and course descript... more Learner autonomy often plays a focused role in higher education institutional and course descriptors. However, many first-year undergraduate language students can suffer from a lack of grounding and experience in knowing how to interpret and manage expectations in regards to exercising autonomy in language learning courses. In response, this study sets out to explore the potential of linking capacity building for autonomy to an awareness of learning style preferences, and how this relates to specific learning strategy development. This study aims to demonstrate that an awareness of preferred learning styles coupled with purposeful reflection through trial and error, can lead to the development of tailored strategies, which in turn aid in fostering the capacity for increased autonomy, and the potential for increased self-regulation in language learners.
The following report examines the undertaking of piloting a new coursebook for Freshman English (... more The following report examines the undertaking of piloting a new coursebook for Freshman English (FE) courses at Asia University. A background to the pilot is provided, and the coursebook series which was used is examined and made familiar to the reader. In a description of the methods used, the point is made that the post-pilot questionnaire used to evaluate the suitability of the coursebook is explicitly linked to the course goals and objectives, which the university department provides as a guide to teaching and learning. The averaged response of the five instructors who took part in the pilot are summarised in the findings. There appeared to be a unanimously positive response to the pilot, and suggestions are offered in relation to this in the summary. 41
CELE Journal number 24
While coursebooks and accompanying materials are produced, marketed and made increasingly accessi... more While coursebooks and accompanying materials are produced, marketed and made increasingly accessible to centres for language teaching and learning globally, criticisms have been made in regards to the extent to which these may be culturally or pedagogically appropriate to the global reach in which they are used. This paper examines the role of the coursebook and focuses on ways in which teacher-coursebook relations might be ameliorated. Key principles which underpin a shift from coursebook-led to coursebook-based teaching and learning are discussed, and ways in which these might be embedded in task design and classroom practice are suggested. An approach to supplementation and adaptation which encourages a commitment to learner-centeredness and collaborative engagement, based on the themes and texts provided in global coursebooks, is explored and evaluated. A brief analysis of a current globally marketed coursebook is offered, followed by an example of a selected lesson which has been adapted to reflect the principles and procedures outlined.
ELT J (2012) 66 (2): 214-223.
http://eltj.oxfordjournals.org/content/66/2/214.abstract
Non-refereed papers by Scott J. Shelton Strong
Observations of in-service teachers within the British Council network of teaching centres play a... more Observations of in-service teachers within the British Council network of teaching centres play an evaluative and developmental role, central to maintaining a teaching staff representative of the values and outlook of the organisation. This paper looks at the scheme as a whole and offers an evaluation of its potential effectiveness and shortcomings from an informed position (as an observer) and by highlighting both research and consultation with teachers, relevant to this aim. This analysis is limited to the functioning of one of the many hundreds of centres worldwide, and as such presupposes that any conclusions are limited by both space and time and should not be applied to any wider reach or population of teachers. However, the findings herein suggest that while the corporate mandate implied in this scheme may at times fail to connect with the needs of teachers on a personal level, the flexibility of the framework can allow for adjustments and personalisation as required when there is sufficient time and willingness demonstrated on the part of the line-managers and teacher-observers involved.
Scott Shelton-Strong has been involved in teaching and training over the past 20 years and has li... more Scott Shelton-Strong has been involved in teaching and training over the past 20 years and has lived and worked in Spain, Jordan, Tunisia, New Zealand, the UK, the USA , and Vietnam. He holds a CTEFLA, the Cambridge DELTA and is currently (2012) completing an MA TESOL from Nottingham University. His interests include action research in the classroom with an emphasis on building learner autonomy, teacher development and training, and using literature in ELT.
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Peer-reviewed papers by Scott J. Shelton Strong
Non-refereed papers by Scott J. Shelton Strong
References
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY: Guilford Press.