Affective Factors in Self-Access Learning

Scott J. Shelton-Strong, Jo Mynard

Relay Journal, 2018. DOI 10.37237/relay/010204

Has this study been replicated?

The atlas records 1 replication of this study. Recorded outcomes: 1 mixed. The earliest on record is from 2024.

Enhancing L2 Confidence Through Learning Diaries: A Replication Study on Italian Lower-Secondary School Students, Menegale & Spricigo (2024). Studies in Self-Access Learning Journal. Outcome recorded: descriptive only. Despite acknowledging the challenges primarily associated with the practical implementation of the CBD-based activity in a lower-secondary school context, this paper manages to show that such reflective tools can effectively enhance younger students' awareness of their language learning process and cultivate positive feelings towards their language learning journey. We saw in fact that younger students liked keeping a diary and felt their basic psychological needs satisfied… Outcome read from p. 204, conclusion section. View paper

Shelton-Strong, S. J., & Mynard, J. (2018). Affective Factors in Self-Access Learning. Relay Journal, 275–292. https://doi.org/10.37237/relay/010204