“Sometimes I just want to know more. I’m always trying.”: The role of interest in sustaining motivation for self-directed learning. International journal

17 ( 1 )   79 - 92   2020.5

How do self-directed learners keep going? The role of interest in sustained learning. Reviewed

PanSIG Journal   128 - 135   2018.7

Effects of group work with language consultants: Repeated classroom use of a delayed oral peer feedback activity Reviewed

JACET Kanto Journal   4   67 - 81   2017.3

New scenarios in autonomy for foreign language learning: Conference summary and reflections. Reviewed

Studies in Self-Access Learning Journal   7 ( 3 )   287 - 296   2016.12

Review of Ping Deters, Xuesong (Andy) Gao, Elizabeth R. Miller, and Gergana Vitanova (eds): Theorizing and Analyzing Agency in Second Language Learning: Interdisciplinary Approaches. Reviewed International journal

Applied Linguistics   37 ( 3 )   442 - 445   2016.6

Interest development and self-regulation of motivation. Reviewed

（ Role： Sole author）

2020.3 

Sustaining motivation: Self-directed learners’ stories. Reviewed

（ Role： Joint author）

2016.12 

The portfolio: A practical tool for advising language learners in a self-access centre in Mexico. In J. Mynard & L. Carson (Eds.) Advising in language learning: Dialogue, tools and context. Harlow: Longman. Reviewed

（ Role： Joint author）

2012.4 

Attribution theory as an advising tool. In J. Mynard & L. Carson (Eds.) Advising in language learning: Dialogue, tools and context. Harlow: Longman. Reviewed

（ Role： Sole author）

2012.4 

Attribution theory and motivation. In C.J. Everhard, J. Mynard & R. Smith (Eds.), Autonomy in language learning: Opening a can of worms (pp.118-122). Canterbury, UK: IATEFL. Reviewed

（ Role： Sole author）

2011.10 

Affective factors in self-directed learning.

Working Papers in Language Education and Education and Research   2 ( 1 )   27 - 41   2014.2

Reflections on the Second Year of the SGJS English Language Program at Meiji University.

Global Japanese Studies Review Meiji University.   3 ( 1 )   77-99   2011.3

Reflections on the Inaugural Year of the SGJS English Language Program at Meiji University.

Global Japanese Studies Review Meiji University.   2 ( 1 )   111-128   2010.3

The Role of Causal Attributions in Learner Motivation.

Thai TESOL 2010.  2010.1  Thai TESOL.

Japanese University Students’ Causal Attributions for Success and Failure in Learning English.

Hawaii International Conference on Education 2009.  2009.1  Hawaii International Conference on Education.

Good Language Learners: Motivation and Beyond Symposium.

"B. F. Klimova, E. Ushioda, Y. Nakata, C. Kojima, and C. Griffiths."

IATEFL 2008  2008.4  IATEFL

Computer-mediated communication (CMC) in the language classroom.

J. Mynard

"Okayama JALT Chapter Conference, July 2007."  2007.7  Okayama JALT Chapter.

Models for assessing the presence of higher-order thinking in online discussions.

JALTCALL Conference 2006.  2006.6