I will draw on results of research into perceptions and use of a self-access centre in Japan from a self-determination theory point of view. I suggest ways in which learning advisors might attend to the three basic psychological needs of competence and relatedness, and autonomy in advising sessions.
Advising in language learning (ALL) is an approach to language education whereby the focus is on the promotion of language learner autonomy. ALL takes the form of one-to-one reflective dialogue between a learner and a leaving advisor/counsellor (Kato & Mynard, 2016; Mynard & Carson, 2012). In this presentation, I explore the shifting role of the learning advisor in a self-access context. I will draw on data collected from a study conducted in a self-access centre in Japan. The study investigated the perceptions and actual use of the space for second language learning (Asta & Mynard, 2018; Mynard & Shelton-Strong, 2020; Yarwood et al., 2019). For this research, we used a self-determination theory perspective (Ryan & Deci, 2017) to analyse interview, observation, and survey data according to basic psychological needs theory, a key component of self-determination theory. The results indicated that there was a high degree of autonomy present in the learning environment, i.e. a sense of personal choice and agency to frequent the self-access centre and use it in personally meaningful ways. However, results suggested that more work is needed in order to provide support for competence and relatedness which are the other two essential ingredients necessary for people to thrive. Competence is a sense of optimal challenge and achievement that is associated with confidence. Relatedness is a sense of belonging, acceptance and connection with others. In this talk, I will briefly talk about the study and self-determination theory, but I will mainly focus on the ways in which learning advisors might respond to findings like these. Whereas to date, we have adequately focussed on the development of autonomy in our practice, the results of studies such as these highlight the need to be aware of the roles of competence and relatedness as well (Noels et al, 2019).
