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. She is the lead author of Dynamics of a Social Language Learning Community: Beliefs, Membership and Identity (2020, Multilingual Matters).Scott J. Shelton-Strong is a Learning Advisor and Lecturer at Kanda University of International Studies, Japan. His research focuses on advising in language learning, self-determination theory, reflection as autonomy support, emotions in language learning and the connections which interlink these to learner well-being and engagement.

This is the most authoritative book yet applying self-determination theory to language learning. Chapters written by top practitioners and expert researchers provide ideas on how to motivate language students both in and out of the classroom. An incredible resource for language teachers and for educators more generally.

• Tables and FiguresContributorsJo Mynard and Scott J. Shelton-Strong: Introduction: Autonomy Support Beyond the Language Learning Classroom: A Self-Determination Theory Perspective                                                                                Part 1: Theoretical Underpinnings1. Johnmarshall Reeve: A Brief but Comprehensive Overview of Self-Determination Theory2. Johnmarshall Reeve: What it Means to 'Take Ownership over One’s Own Learning' in a Self-Determination Theory AnalysisPart 2: Autonomy Support in Learning Environments and Open Spaces3. Ali Dincer and Tuba Işık: Understanding the Inner Motivational Resources of Language Learners’ Out-of-class Technology Use for Language Learning4. Xuan Hoang, Alice Chik, Ruth French and Sue Ollerhead: Vietnamese EFL Students’ Out-of-classroom Motivation Viewed through Self-Determination Theory5. Yanling Li, Jiaxiu Zhang and Pingying Hu: Autonomy-supportive Online EFL Writing: A Self-Determination Theory Perspective6. Satoko Watkins: Creating Social Learning Opportunities Outside the Classroom: How Interest-based Learning Communities Support Learners’ Basic Psychological NeedsPart 3: Autonomy Support in Communities and Relationships7. Mustafa Firat, Kimberly A. Noels and Nigel Mantou Lou: Self-Determined Motivation in Language Learning beyond the Classroom: Interpersonal, Intergroup and Intercultural Processes8. W.L. Quint Oga-Baldwin: The Quality of Our Connections Matters: Relationships Motivation Theory in Independent Language Learning9. Satoko Kato: Establishing High-Quality Relationships through a Mentoring Programme: Relationships Motivation TheoryPart 4: Autonomy Support in Advising and Self-Access for Language Learning10. Scott J. Shelton-Strong and Maria Giovanna Tassinari: Facilitating an Autonomy-Supportive Learning Climate: Advising in Language Learning and Basic Psychological Needs11. Micòl Beseghi: Mindfulness and Advising in Language Learning: A Self-Determination Theory Perspective12. Jo Mynard: Reimagining the Self-Access Centre as a Place to ThriveScott J. Shelton-Strong: Conclusion: Where to Go from Here?Index

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. She is the lead author of Dynamics of a Social Language Learning Community: Beliefs, Membership and Identity (2020, Multilingual Matters).Scott J. Shelton-Strong is a Learning Advisor and Lecturer at Kanda University of International Studies, Japan. His research focuses on advising in language learning, self-determination theory, reflection as autonomy support, emotions in language learning and the connections which interlink these to learner well-being and engagement.

This is the most authoritative book yet applying self-determination theory to language learning. Chapters written by top practitioners and expert researchers provide ideas on how to motivate language students both in and out of the classroom. An incredible resource for language teachers and for educators more generally.

• Tables and FiguresContributorsJo Mynard and Scott J. Shelton-Strong: Introduction: Autonomy Support Beyond the Language Learning Classroom: A Self-Determination Theory Perspective                                                                                Part 1: Theoretical Underpinnings1. Johnmarshall Reeve: A Brief but Comprehensive Overview of Self-Determination Theory2. Johnmarshall Reeve: What it Means to 'Take Ownership over One’s Own Learning' in a Self-Determination Theory AnalysisPart 2: Autonomy Support in Learning Environments and Open Spaces3. Ali Dincer and Tuba Işık: Understanding the Inner Motivational Resources of Language Learners’ Out-of-class Technology Use for Language Learning4. Xuan Hoang, Alice Chik, Ruth French and Sue Ollerhead: Vietnamese EFL Students’ Out-of-classroom Motivation Viewed through Self-Determination Theory5. Yanling Li, Jiaxiu Zhang and Pingying Hu: Autonomy-supportive Online EFL Writing: A Self-Determination Theory Perspective6. Satoko Watkins: Creating Social Learning Opportunities Outside the Classroom: How Interest-based Learning Communities Support Learners’ Basic Psychological NeedsPart 3: Autonomy Support in Communities and Relationships7. Mustafa Firat, Kimberly A. Noels and Nigel Mantou Lou: Self-Determined Motivation in Language Learning beyond the Classroom: Interpersonal, Intergroup and Intercultural Processes8. W.L. Quint Oga-Baldwin: The Quality of Our Connections Matters: Relationships Motivation Theory in Independent Language Learning9. Satoko Kato: Establishing High-Quality Relationships through a Mentoring Programme: Relationships Motivation TheoryPart 4: Autonomy Support in Advising and Self-Access for Language Learning10. Scott J. Shelton-Strong and Maria Giovanna Tassinari: Facilitating an Autonomy-Supportive Learning Climate: Advising in Language Learning and Basic Psychological Needs11. Micòl Beseghi: Mindfulness and Advising in Language Learning: A Self-Determination Theory Perspective12. Jo Mynard: Reimagining the Self-Access Centre as a Place to ThriveScott J. Shelton-Strong: Conclusion: Where to Go from Here?Index

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. She is the lead author of Dynamics of a Social Language Learning Community: Beliefs, Membership and Identity (2020, Multilingual Matters).Scott J. Shelton-Strong is a Learning Advisor and Lecturer at Kanda University of International Studies, Japan. His research focuses on advising in language learning, self-determination theory, reflection as autonomy support, emotions in language learning and the connections which interlink these to learner well-being and engagement.

This is the most authoritative book yet applying self-determination theory to language learning. Chapters written by top practitioners and expert researchers provide ideas on how to motivate language students both in and out of the classroom. An incredible resource for language teachers and for educators more generally.

• Tables and FiguresContributorsJo Mynard and Scott J. Shelton-Strong: Introduction: Autonomy Support Beyond the Language Learning Classroom: A Self-Determination Theory Perspective                                                                                Part 1: Theoretical Underpinnings1. Johnmarshall Reeve: A Brief but Comprehensive Overview of Self-Determination Theory2. Johnmarshall Reeve: What it Means to 'Take Ownership over One’s Own Learning' in a Self-Determination Theory AnalysisPart 2: Autonomy Support in Learning Environments and Open Spaces3. Ali Dincer and Tuba Işık: Understanding the Inner Motivational Resources of Language Learners’ Out-of-class Technology Use for Language Learning4. Xuan Hoang, Alice Chik, Ruth French and Sue Ollerhead: Vietnamese EFL Students’ Out-of-classroom Motivation Viewed through Self-Determination Theory5. Yanling Li, Jiaxiu Zhang and Pingying Hu: Autonomy-supportive Online EFL Writing: A Self-Determination Theory Perspective6. Satoko Watkins: Creating Social Learning Opportunities Outside the Classroom: How Interest-based Learning Communities Support Learners’ Basic Psychological NeedsPart 3: Autonomy Support in Communities and Relationships7. Mustafa Firat, Kimberly A. Noels and Nigel Mantou Lou: Self-Determined Motivation in Language Learning beyond the Classroom: Interpersonal, Intergroup and Intercultural Processes8. W.L. Quint Oga-Baldwin: The Quality of Our Connections Matters: Relationships Motivation Theory in Independent Language Learning9. Satoko Kato: Establishing High-Quality Relationships through a Mentoring Programme: Relationships Motivation TheoryPart 4: Autonomy Support in Advising and Self-Access for Language Learning10. Scott J. Shelton-Strong and Maria Giovanna Tassinari: Facilitating an Autonomy-Supportive Learning Climate: Advising in Language Learning and Basic Psychological Needs11. Micòl Beseghi: Mindfulness and Advising in Language Learning: A Self-Determination Theory Perspective12. Jo Mynard: Reimagining the Self-Access Centre as a Place to ThriveScott J. Shelton-Strong: Conclusion: Where to Go from Here?Index