Performance information

• Engaging with and exploring autonomy, creativity, and well-being for learner development　　　　　　　　　　　　　　　
  Vye, S.; Moreau, R.; Yarwood, A.; Lombardi, A.; Ashwell, T.
  Learning Learning, Volume：31, Number：3, First page：61, Last page：64, Nov. 2024, [Invited], [Lead]
  English, Research institution
• Journeys to learner wellbeing: A dialogue on building student communities.　　　　　　　　　　　　　　　
  Vye, S. & Yanase, C.
  Learning Learning, Volume：30, Number：2, First page：51, Last page：56, 2023, [Invited], [Lead]
  https://ld-sig.org/wp-content/uploads/2023/11/back.pdf
  English, Symposium
• There is something about affirming SALL: An Everhard and Gardner and Miller review　　　　　　　　　　　　　　　
  Vye, S.
  Relay Journal, Volume：6, Number：1, First page：95, Last page：101, 2023, [Reviewed], [Invited]
  English, Research institution
  DOI：https://doi.org/10.37237/relay/060107
  DOI ID：10.37237/relay/060107
• Report on the JASAL forum at JALT2021. Serendipities in self-access learning: Positives from the pandemic.　　　　　　　　　　　　　　　
  Taylor, C., Thorton, K., Wongsarnpiggoon, I., & Vye, Stacey
  JASAL Journal, Volume：3, Number：1, First page：33, Last page：46, 2022, [Reviewed]
  https://jasalorg.com/report-on-the-jasal-forum-at-jalt2021-serendipities-in-self-access-learning-positives-from-the-pandemic/
  English, International conference proceedings
• Utilizing advising strategies with grounded theory to support an advisee’s learning goals　　　　　　　　　　　　　　　
  Vye, Stacey
  Relay Journal https://doi.org/10.37237/relay/040206, Volume：4, Number：2, First page：107, Last page：115, 2021, [Reviewed], [Lead]
  English, Research institution
• The L2 motivational self system: A replication study　　　　　　　　　　　　　　　
  Hughes, L. S., Vye, S., & Ray, D.
  JALT Journal https://doi.org/10.37546/JALTJJ42.1, Volume：42, Number：1, First page：5, Last page：28, May 2020, [Reviewed], [Corresponding]
  English
  DOI：https://doi.org/10.37546/JALTJJ42.1
  DOI ID：10.37546/JALTJJ42.1
• Autonomous language learning in Japan. Three studies in post-compulsory education　　　　　　　　　　　　　　　
  Hennessy, C., Lombardi, I., Morel, R., Vye, S., & Aden, A.
  JALT., Volume：PanSIG Journal 2019., First page：155, Last page：165, 2019, [Reviewed]
  https://pansig.org/publications/2019/PanSIG_2019_Journal.pdf
• Looking back: 2019 PanSIG Learner Development SIG Forum reflections.　　　　　　　　　　　　　　　
  Morel, R., Vye, S., & Aden, A.
  Learning Learning, Volume：26, Number：2, First page：67, Last page：68, 2019
• Keynote speech: Maintaining effective communication for improved organizational change　　　　　　　　　　　　　　　
  Vye, Stacey
  International Symposium on Social Sciences and Management Conference Proceedings.Osaka, Japan 2018., Volume：ISBN978-986-5654-17-7, First page：2, Last page：3,17, 2018, [Reviewed]
• Keynote speech: Creativity, collaborative autonomy, and innovation in education　　　　　　　　　　　　　　　
  Vye, Stacey
  Conference Procedings of the International Symposium on Language, Linguistics,Literature and Education, August 2-4, Okinawa, Japan, 2016., First page：13, Last page：18, 2016, [Reviewed]
• Art and the motivational L2 self system in a university course　　　　　　　　　　　　　　　
  Vye, Stacey
  Learning Learning, Volume：23-2, First page：2=8, 2016
• LASIG Day, 11th April 2015 Manchester Central, UK　　　　　　　　　　　　　　　
  Tebib, D., Tamala, M., & Vye, S.
  The Independence, Volume：50, Number：1, First page：21, Last page：24, 2015, [Reviewed]
• From learner autonomy in practice to learner proficiency in theory (Proceedings)　　　　　　　　　　　　　　　
  Vye, Stacey
  Korea TESOL (KOTESOL) 2013: Exploring the Road Less Traveled: From Practice to Theory, Volume：21, Number：B, First page：253, Last page：260, 2014
• LD SIG forum: Transitions in the lives of learners and teachers　　　　　　　　　　　　　　　
  Hurrell, I., Abe, M., Brown, P. S., Vye, S., et. al.
  In N. Sonda & A. Krause (Eds.), JALT2013 Conference Proceedings. Tokyo: JALT, Volume：2014, Number：1, First page：48, Last page：60, 2014, [Reviewed]
  https://jalt-publications.org/proceedings/articles/3977-ld-sig-forum-transitions-lives-learners-and-teachers
• Saitama University students presented short papers in English at Gakushuin University to an international English audience　　　　　　　　　　　　　　　
  Vye, Stacey
  武蔵野: 埼玉大学図書館, Volume：15, First page：8, Last page：11, 2014
• From learner autonomy in practice to learner proficiency in theory (Extended Abstract)　　　　　　　　　　　　　　　
  Vye, Stacey
  Korea TESOL (KOTESOL) 2013: Exploring the Road Less Traveled: From Practice to Theory, Volume：21, Number：A, First page：170, Last page：173, 2013
• Learning autonomously while improving language proficiency　　　　　　　　　　　　　　　
  Vye, Stacey
  Independent Learning Association (ILA) 2012 Wellington Conference Selections, First page：170, Last page：173, 2013, [Reviewed]
  Scientific journal
• Learning autonomously while improving language proficiency　　　　　　　　　　　　　　　
  Vye, Stacey
  ILAC Selections: 5th Independent Language Association Conference 2012, Volume：5, Number：2012, First page：98, Last page：100, 2013, [Reviewed], [Invited]
• 学生の英語力測定に効果を発揮。さらに学内特別会場IELTS実施で留学希望者 が増加。　　　　　　　　　　　　　　　
  Vye, S.
  IELTS（アイエルツ）,白書2012, Volume：1, First page：14, 2012
  Research institution
• Advising practices: A survey of self-access learner motivations and preferences　　　　　　　　　　　　　　　
  Hughes, L. S., Krug, N. P., & Vye, S. L.
  Studies in Self-Access Learning Journal, Volume：3, Number：2, First page：163, Last page：181, 2012, [Reviewed]
  Scientific journal
• Viewing research and laundry from a different angle through peer collaboration　　　　　　　　　　　　　　　
  Learning Learning (LD-SIG of JALT), Volume：19, Number：3, First page：51, Last page：52, 2012, [Reviewed]
  Scientific journal
• Learning in interaction: Four snapshots of an English resource center　　　　　　　　　　　　　　　
  Stacey Vye, Adriana Edwards Wurzinger, Leander Hughes, & Nathan Krug
  The Proceedings of the International Conference on Social Science and Humanity Conference ICSSH2011, First page：161, Last page：165, 2011, [Reviewed]
  Scientific journal
• Language learning through socialization: Diversified use of a self-access center　　　　　　　　　　　　　　　
  Krug, Nathan, Adriana Edwards Wurzinger, Leander Hughes, & Stacey Vye
  International Journal of Social Science and Humanity, Volume：1, Number：1, First page：19, Last page：25, 2011, [Reviewed]
  Scientific journal
• Out-of-class learning at a self-access center　　　　　　　　　　　　　　　
  Hughes, Leander, Nathan Krug, & Stacey Vye
  Studies in Self-Access Learning Journal, Volume：2, Number：4, First page：281, Last page：291, 2011, [Reviewed]
  Scientific journal
• Autonomous language learning: A paradigm shift from teacher to learner control　　　　　　　　　　　　　　　
  Vye, Stacey
  The 19th annual KOTESOL 2011 international conference. Pushing our paradigms: Connecting with culture. 19,, Volume：19, First page：314, Last page：316, 2011, [Reviewed]
  Research institution
• Learning that doesn't label what 'kind' of learning is appropriate　　　　　　　　　　　　　　　
  Vye, Stacey, Andrew Barfield, & Androlla Anthanasiou
  Independence (LA-SIG of IATEFL), Volume：50, Number：1, First page：21, Last page：24, 2010, [Reviewed]
  Scientific journal
• Reflections on Nakasendo at the Learner Development SIG multi-session workshop on self-assessment　　　　　　　　　　　　　　　
  Barfield, Andrew, Leander Hughes, Stacey Vye, et. al.
  Learning Learning (LD-SIG of JALT), Volume：17, Number：2, First page：39, Last page：46, 2010, [Reviewed]
  Scientific journal
• Self-reflection for teacher autonomy: What's in it for us and why do we give valuable time　　　　　　　　　　　　　　　
  Graves, Nanci & Stacey Vye
  The Proceedings of the Independent Learning Association 2007 Japan Conference: Exploring theory, enhancing practice: Autonomy across the disciplines, First page：1, Last page：7, 2009, [Reviewed]
• Learning beyond the classroom supports the Saitama University’s English resource center’s collaborative concept　　　　　　　　　　　　　　　
  Vye, S.
  The Eloquor, Volume：4, Number：1, First page：27, Last page：40, 2009
  Research institution

• Volunteer TA:Learning Advisor Education (LAE) Program: Becoming a Professional in Promoting Autonomy through Reflective Dialogue　　　　　　　　　　　　　　　
  Apr. 2023
  専門教育 科目説明 ホームページより https://kuis.kandagaigo.ac.jp/rilae/education/ ラーニングアドバイザー教育（LAE）プログラム。内省的な対話を通じて自律を促すプロフェッショナルへ "Learning Advisor Education (LAE) "プログラムは、学習者と内省的な対話を行い、自律性を促進するプロフェッショナルなアドバイザーとなり、熟練した実践者となることを可能にします。 LAEプログラムには5つのコース（Getting Started, Going Deeper, Becoming Aware, Transformation, Becoming an Autonomous Teacher Leader）があり、プロのアドバイザーになるための初期教育と継続教育が行われています。LAEプログラムの各コースを修了すると、神田外語大学RILAEから認定証が授与されます」（Kanda University of International Studies, Japan, n.d. para.1).
• Hughes, L. S., Vye, S., & Ray, D. (2020). The L2 motivational self system: A replication study. JALT Journal., 42(1), 5-28. https://doi.org/10.37546/JALTJJ42.1　　　　　　　　　　　　　　　
  May 2020
  We got accepted for this publication in the winter of the 2019 academic year, but our replication study on motivation was not published until May 2020, so I will report this vetted publication for 2020. The study took us several years to complete and here is the publication issue description:https://jalt-publications.org/jj/issues/2020-05_42.1
• Dissertation Thesis: Perceptions of First-Year Tertiary Students’ English Language Learning After Six Years of Instruction in Japan: An Evaluation Study　　　　　　　　　　　　　　　
  Oct. 2018
  Doctor of Education (Ed.D.), University of Southern California, Rossier School of Education, December 12th, 2018 Organizational Change and Leadership, Los Angeles, CA, USA https://digitallibrary.usc.edu/asset-management/2A3BF1PECA3S

• Connections with facilitating learner autonomy, language proficiency, and the teacher/researcher’s daily grind-Editors Barfield, A & Minamatsu, A.　　　　　　　　　　　　　　　
  Vye, S., Murase, F., & Edwards Wurzinger, A.
  Learner Development SIG JALT:Tokyo, Nov. 2014
  Total pages：1165
  ISBN：9784901352444
• Realising Autonomy in Language Education. Chapter: Practical frustration busters for learner autonomy　　　　　　　　　　　　　　　
  Editors: Kay Irie & Alison Stewart, Chapter authors: Graves, Nanci & Stacey Vye
  Palgrave Macmillan, 2012, [Reviewed]
• Perceptions of first-year tertiary students’ English language learning after six years of instruction in Japan: An evaluation study (Publication No. 227799325)　　　　　　　　　　　　　　　
  Vye, Stacey
  ProQuest Dissertations, Dec. 1812
  Total pages：256
  https://digitallibrary.usc.edu/asset-management/2A3BF1PECA3S

• Treasured colleagues’ and friends’ interwoven reflections for advisors and teachers that support learner wellbeing [Featured speaker]　　　　　　　　　　　　　　　
  Vye, S.
  5th Graduation Symposium of the Research Institute for Learner Autonomy Education (RILAE), Kanda University of International Studies, Chiba, Japan, Mar. 2025, Research Institute for Learner Autonomy Education (RILAE), [Invited]
  English, Invited oral presentation, Kanda University of International Studies
  In this short graduation symposium talk, I will share the work of treasured colleagues’ and friends’ interconnected reflections utilized to empower learners’ identities and wellbeing during advising sessions or in classrooms. These advising techniques are Naoko Aoki’s (2013; 2019) can-do statements for advisors, Satoko Kato and Jo Mynard’s (2016) reflective dialogues for advising (2016), and Scott Shelton-Strong and Giovanna Tassinari’s (2022) learner’s psychological needs in advising. These authors provide three lovely interwoven strategies that I term empathy, utilizing imagination, a willingness to focus on the learner, and addressing the issue with appropriate degrees of directiveness.
• Evolutions in self-access language learning　　　　　　　　　　　　　　　
  Francis, A. M.; Thornton, K.; Uehara, S.; Vye, S.
  JALT2024 International Conference: Moving JALT into the Future: Opportunity, Diversity, and Excellence, Nov. 2024
  English, Public symposium
• Gritty growth mindsets in a self-directed learning course　　　　　　　　　　　　　　　
  Vye, S.
  Nov. 2023, [International conference]
• Fostering learner wellbeing through community and autonomy: The role of learner communities　　　　　　　　　　　　　　　
  Vye, S. & Yanase, C.
  Oct. 2023, [Domestic conference]
• Autonomy, creativity, and innovation for learners and teachers alike　　　　　　　　　　　　　　　
  Vye, S.
  Oct. 2023, [Domestic conference]
• Creative online elements for learner ownership are encouraged during face-to-face learning　　　　　　　　　　　　　　　
  Vye, S.
  Learning Learning, May 2023, [Domestic conference]
• A Tempered Change Framework Utilized to Facilitate Learner Engagement at a Learning Center　　　　　　　　　　　　　　　
  Vye, S.
  9th LAb Session:Learner Autonomy in a Multilingual World: Supporting those learning/using multiple languages, Nov. 2022, [International conference]
• Making minor adjustments for improved communications　　　　　　　　　　　　　　　
  Vye, Stacey
  Mar. 2022, [Domestic conference]
• Students' on-campus and online self-access learning preferences　　　　　　　　　　　　　　　
  Vye, Stacey
  Japan Association of Language Teachers, Nov. 2021, [International conference]
• Valid inquiry produces quality research.　　　　　　　　　　　　　　　
  Vye, Stacey
  Feb. 2020, [Domestic conference]
• Three teaching pillars for teaching English: Creativity, collaboration, and innovation (CCI).　　　　　　　　　　　　　　　
  Vye, Stacey
  Workshop Booklet., Aug. 2019, [Domestic conference]
• Learning, Living, and Life in America and Japan: Intercultural Ideas and Insights　　　　　　　　　　　　　　　
  Vye, Stacey
  Jun. 2019, [Domestic conference]
• Communicative speaking and listening activities　　　　　　　　　　　　　　　
  Vye, Stacey
  Aug. 2018, [Domestic conference]
• Keynote speech: Maintaining effective communication for improved organizational change　　　　　　　　　　　　　　　
  Vye, Stacey
  International Symposium on Social Sciences and Management Conference Proceedings.Osaka, Japan 2018., Feb. 2017, [International conference]
• Creativity, collaborative autonomy, and innovation in education　　　　　　　　　　　　　　　
  Vye, Stacey
  the Proceedings of the International Symposium on Language, Linguistics, and Education ISLLE Okinawa, Japan 2016, Aug. 2016, [International conference]
• Art and the motivational L2 self-system in a university course　　　　　　　　　　　　　　　
  Vye, Stacey
  Learning Learning, Nov. 2015, [International conference]
• Art and the motivational L2 self system in a university course (Learner Development SIG Forum 2015)　　　　　　　　　　　　　　　
  Vye, Stacey
  Nov. 2015, [International conference]
• Communicative Speaking and Listening Activities　　　　　　　　　　　　　　　
  Vye, Stacey
  New York University American Language Institute Tokyo, Aug. 2015, [International conference]
• Communicative speaking and listening activities　　　　　　　　　　　　　　　
  Vye, Stacey
  NYU SCPC ALI Tokyo, Jul. 2015, [International conference]
• Visual representations of learner and teacher autonomy in a tertiary course　　　　　　　　　　　　　　　
  Vye, Stacey
  Independence, Apr. 2015, [International conference]
• Visual representations of learner and teacher autonomy in a tertiary course　　　　　　　　　　　　　　　
  Vye, Stacey
  Independence (LA-SIG of IATEFL), Apr. 2015, [International conference]
• Daring to develop a learner-centred activities in the classroom　　　　　　　　　　　　　　　
  Vye, Stacey
  Feb. 2015, [International conference]
• Communicative Speaking and Listening Activities　　　　　　　　　　　　　　　
  Vye, Stacey
  NYU American Language Institute, Jan. 2015, [Domestic conference]
• Communicative speaking and listening activities　　　　　　　　　　　　　　　
  Vye, Stacey
  New York University American Language Institute Tokyo, Jul. 2014, [International conference]
• Enhancing EFL and Content-based instruction through art in the classrooms　　　　　　　　　　　　　　　
  Vye, Stacey
  Jun. 2014, [Domestic conference]
• Collaborative autonomy: Stories of flourishing learner development　　　　　　　　　　　　　　　
  Vye, Stacey, Iman binti Abd Halim, Takumi Kichuchi, Saeko Kojima, & Rahimi Rahman
  Nov. 2013, [International conference]
• Learning autonomously for language proficiency　　　　　　　　　　　　　　　
  Vye, Stacey
  Oct. 2013, [International conference]
• Narrative learning transformations in a university learner autonomy seminar after the course is over　　　　　　　　　　　　　　　
  Vye, Stacey
  JALT2013 39th Annual International Conference Proceedings, Oct. 2013, [International conference]
• From learner autonomy in practice to learner proficiency in theory (Proceedings)　　　　　　　　　　　　　　　
  Vye, Stacey
  Korea TESOL (KOTESOL) 2013: Exploring the Road Less Traveled: From Practice to Theory, Oct. 2013, [International conference]
• The power of peer collaboration: Proficiency and incidental learning at the same time.　　　　　　　　　　　　　　　
  Vye, Stacey
  Mar. 2013, [International conference]
• The tried and true art of developing learner know-how　　　　　　　　　　　　　　　
  Vye, Stacey
  NELTA 18th International Conference, Kathmandu, Nepal, 2013, [Invited], [International conference]
• Recharging reflection activities for teachers: Learning and teaching reflective short-cuts　　　　　　　　　　　　　　　
  Vye, Stacey
  EFL Teacher Journeys Conference 2013, 2013, [Invited], [Domestic conference]
• The power of peer collaboration: Proficiency and incidental learning at the same time　　　　　　　　　　　　　　　
  Vye, Stacey
  Lilly Conference on College & University Teaching – West Conference: Twenty-Five Years of Evidence-Based Teaching & Learning, 2013, [Invited], [International conference]
• University students learning autonomously and while improving in English as well　　　　　　　　　　　　　　　
  Vye, Stacey
  ILA2012: Autonomy in a Networked World, 2013, [Invited], [International conference]
• Learner driven development: Autonomy as they see it!　　　　　　　　　　　　　　　
  Vye, Stacey, Fumiko Murase, & Adriana Edwards Wurzinger
  JALT2012 Conference: Making a Difference, 2012, [Invited], [International conference]
• Autonomy makes difference in language proficiency?　　　　　　　　　　　　　　　
  Vye, Stacey
  JALT2012 Conference: Making a Difference, 2012, [Invited], [International conference]
• A reflective multi-purpose gizmo that helps busy teachers for the entire school year　　　　　　　　　　　　　　　
  Vye, Stacey
  Omiya Chapter of JALT, 2012, [Invited], [Domestic conference]
• Heightened agency and symbiotic support in an academic speaking course　　　　　　　　　　　　　　　
  Learner Development SIG Forum 2011, 2012, [Invited], [International conference]
• Practical frustration busters for learner autonomy　　　　　　　　　　　　　　　
  Vye, Stacey & Nanci Graves
  Palgrave Macmillan (see 2.1.1), 2012, [Invited], [International conference]
• Learners' collaborative action: This is what we want!　　　　　　　　　　　　　　　
  Vye, Stacey
  Nakasendo2012: Using English, 2012, [Invited], [Domestic conference]
• Learner autonomy and getting better at English at the same time　　　　　　　　　　　　　　　
  Vye, Stacey
  Learner Autonomy SIG of IATEFL: Advising for Language Learner Autonomy, 2011, [Invited], [International conference]
• What factors bring students to our self-access center?　　　　　　　　　　　　　　　
  Hughes, L., Krug, N., Edwards Wurzinger, A., & Vye, S.
  Learner Autonomy SIG of IATEFL: Advising for Language Learner Autonomy, 2011, [Invited], [International conference]
• A reflective ESL multi-purpose aid that help teachers, too!　　　　　　　　　　　　　　　
  Vye, Stacey
  CATESOL2011: The Art and Passion of Language Teaching, 2011, [Invited], [International conference]
• Learning in interaction: Four snapshots of an English resource center (with Wurzinger, Hughes, and Krug)　　　　　　　　　　　　　　　
  Vye, Stacey [Paper submitted, but did not attend due to Entrance Examinations]
  The Proceedings of the International Conference on Social Science and Humanity Conference, 2011, [Invited], [International conference]
• Autonomous language learning: A paradigm shift from teacher to learner control　　　　　　　　　　　　　　　
  Vye, Stacey
  KOTESOL2011: Pushing our Paradigms; Connecting with Culture Conference Book, 2011, [Invited], [International conference]
• Student generated self-assessment　　　　　　　　　　　　　　　
  Vye, Stacey
  English Teachers Japan Association Tokyo Expo, 2010, [Invited], [Domestic conference]
• Classrooms are alive with the sound of music　　　　　　　　　　　　　　　
  Vye, Stacey
  2010, [Invited], [Domestic conference]
• Multi-purpose self-assessment　　　　　　　　　　　　　　　
  Barfield, A., Cooker, L., Hughes, L., Ray, D., Stewart, A., Vye, S., et al.
  Learner Development SIG Forum at Nakasendo, 2010, [Invited], [Domestic conference]
• Snapshots of teachers’ shared learning journeys　　　　　　　　　　　　　　　
  Vye, Stacey
  Learner Development SIG Forum, 2009, [Invited], [International conference]
• An English resource community from the perspective of the learner　　　　　　　　　　　　　　　
  Vye, Stacey
  Japan Association Self-access Learning (JASAL) Forum, 2009, [Invited], [International conference]
• Mind your own learning: Online reflective mirrors　　　　　　　　　　　　　　　
  Fanselow, John, Nanci Graves, & Stacey Vye
  JALT2009 Conference: The Teaching-learning Dialogue: An Active Mirror, 2009, [Invited], [International conference]
• Exploring empowering moments of change in language education　　　　　　　　　　　　　　　
  Vye, Stacey
  ESEA2009: English Changing: Implications for Policy, Teaching, and Research, 2009, [Invited], [International conference]
• More learner autonomy with less frustration　　　　　　　　　　　　　　　
  Graves, Nanci & Stacey Vye
  ILA2009 Independent Learning: Building on Experience and Seeking New Perspectives, 2009, [Invited], [International conference]
• Self-reflection for learner and teacher autonomy　　　　　　　　　　　　　　　
  Graves, Nanci & Stacey Vye
  ILA2007 Conference: Exploring Theory, Enhancing Practice: Autonomy Across the Disciplines, 2009, [Invited], [International conference]
• Using music for listening and discussion in the classroom　　　　　　　　　　　　　　　
  Vye, Stacey
  Learner Development SIG of JALT Retreat 2008: Crossing Boundaries: An Interdisciplinary Approach to Learner Autonomy, 2008, [Invited], [Domestic conference]
• Teaching autonomy: Practical frustration busters　　　　　　　　　　　　　　　
  Graves, Nanci & Stacey Vye
  JALT2008 Conference: Shared Identities: Our Interweaving Threads, 2008, [Invited], [International conference]
• Perceptions of first-year university students’ language learning after six years of secondary instruction in Japan.　　　　　　　　　　　　　　　
  Vye, Stacey
  Apr. 1911, [Domestic conference]
• Three teaching pillars for teaching English: Creativity, collaboration, and innovation (CCI).　　　　　　　　　　　　　　　
  Vye, Stacey
  Workshop Booklet., Sep. 1908, [International conference]
• Designing effective cross-disciplinary inquiry is not a boring matter　　　　　　　　　　　　　　　
  Vye, Stacey
  9th International Symposium on Business and Social Sciences (ISBSS) Conference., Feb. 1907, [International conference]
• Learning about our learners through the L2 motivational self system: First-year university students’ perceptions in Japan　　　　　　　　　　　　　　　
  Hughes, Leander, Debjani Ray & Stacey Vye
  [Domestic conference]

• Apr. 2021 - Present
  Professor (Tenured), Center for English Education, Saitama University, Saitama, Japan April 2008 - Present, Saitama University, • Supervises a diverse English self-access center (SALC) with advisors in the English Resource Center (ERC) that support our English language learners’ (ELLs) English proficiency, self-reflection, self-efficacy, career guidance, and emotional well-being in an in-person and online hybrid environment in a dynamic and collaborative learning community
  • Design and coordinate the English academic writing program, empowering intermediate ELLs to self-selected research on, but not limited to, socioeconomics, the environment, migration, immigration, climate change, social justice, LGBTQ+, poverty, child labor, and refugees. Students research, take notes on relevant sources, create a synthesized structure map, and then write several APA 7th or MLA 9th non-plagiarized drafts with ample feedback.
  • Create and maintain a learning management system (LMS) that utilizes online platforms and course webpages with open-source materials, making them accessible to all students who do not have off-campus access.
  • Design and teach curriculum for the undergraduate academic courses on writing, communication, preparation for pathways to study abroad, intercultural global citizenship, creativity and innovation, and self-directed learning
  • A hiring committee member recruiting qualified teachers to support local and international college students
  • English humanities entrance exam committee in a bilingual environment, Undergraduate special subjects
• Apr. 2013 - Mar. 2021
  Associate Professor (Tenured), Center for English Education, Saitama University, Saitama, Japan April 2008 - Present, Saitama University, • Supervises a diverse English self-access center (SALC) with advisors in the English Resource Center (ERC) that support our English language learners’ (ELLs) English proficiency, self-reflection, self-efficacy, career guidance, and emotional well-being in an in-person and online hybrid environment in a dynamic and collaborative learning community
  • Designed and coordinated the English academic writing program, empowering intermediate ELL self-selected research on, but not limited to, socioeconomics, the environment, migration, immigration, climate change, social justice, LGBTQ+, poverty, child labor, and refugees. Students research, take notes on relevant sources, create a synthesized structure map, and then write several APA 6th or MLA 8th non-plagiarized drafts with ample feedback.
  • Create and maintain a learning management system (LMS) that utilizes online platforms and course webpages with open-source materials, making them accessible to all students who do not have off-campus access., Undergraduate special subjects
• Apr. 2008 - Mar. 2013
  Assistant Professor, Saitama University, • Supervises a diverse English self-access center (SALC) with advisors in the English Resource Center (ERC) that support our English language learners’ (ELLs) English proficiency, self-reflection, self-efficacy, career guidance, and emotional well-being in an in-person and online hybrid environment in a dynamic and collaborative learning community
  • Designed and coordinated the English academic writing program, empowering intermediate ELL self-selected research on, but not limited to, socioeconomics, the environment, migration, immigration, climate change, social justice, LGBTQ+, poverty, child labor, and refugees. Students research, take notes on relevant sources, create a synthesized structure map, and then write several APA 7th or MLA 9th non-plagiarized drafts with ample feedback.
  • Create and maintain a learning management system (LMS) that utilizes online platforms and course webpages with open-source materials, making them accessible to all students who do not have off-campus access.
  • English humanities entrance exam committee in a bilingual environment, Undergraduate special subjects
• Apr. 2005 - Mar. 2008
  Assistant Professor, Meikai University (General Education Center), • Taught English for academic purposes to English majors and required English courses for Japanese language, economics, real estate, hospitality, and tourism majors at beginner, intermediate, and advanced levels of English
  • Collaborated with the instructors of the English center, ELLs, its resources, and instructional materials
  • Committees: general education center, intensive language program (ILP), and the English Speaking Salon (ESS), Undergraduate special subjects
• Apr. 2003 - Mar. 2005
  Assistant Professor, International University of Health and Welfare, • Taught required English courses for the English Center that were consistent with course guidelines and outcomes for learner-centered classes at the basic, fundamental, to upper-intermediate English proficiency levels
  • Designed course materials and prepared collaborative weekly English-learning strategy sessions
  • Participated in university committee work, including the faculty development committee, the general language center committee, and the intensive English program (IEP), in a bilingual environment, Undergraduate special subjects

• Nov. 2002 - Present, Japan Association of Language Teachers

• Learning Center Needs Analysis　　　　　　　　　　　　　　　
  Japan Society for the Promotion of Science, Grants-in-Aid for Scientific Research, Grant-in-Aid for Scientific Research (C), 2011 - 2013
  VYE Stacey, Saitama University
  Grant amount(Total)：2860000, Direct funding：2200000, Indirect funding：660000
  This research asks if language study-plans designed autonomously by learners and self-reported amount of time spent on the desired four-skill(s) contribute to greater language proficiency on the four-skill sections of the IELTS test. To achieve this aim, the results of pre- and post-IELTS tests of 20 EFL volunteer university students and the data was correlated with their autonomous language learning practices. The participants met in seminars for one weekly 90-minute learner-conducted session for 23 weeks. The data included the students ' reported reflections on their self-study, an exit survey, field notes, and the pre- and post-IELTS test scores. The limitations were significant, yet the results indicate that participants made proficiency gains by actively engaging in self-selected language study for enjoyment by partaking in 6.5 to 8.5 or more hours per week on the language skills they want to improve, suggesting there is merit for proficiency gains through autonomous study.
  Grant number：23520664

• Learner Development Journal Issue 9: Engaging With and Exploring Autonomy, Creativity, and Well-Being for Learner Development　　　　　　　　　　　　　　　
  Supervision, Review, Academic research planning, Peer review
  Learner Development Special Interest Group of JALT, THE LEARNER DEVELOPMENT JOURNAL, Nov. 2023 - Present
  Academic society etc, Theme: Engaging With and Exploring Autonomy, Creativity, and Well-Being for Learner Development
  Call for Stories of Practices and Practice-Related Reviews
  Deadline: February 4th, 2024
  Email: LDJ.Issue9@gmail.com
  Editors: Stacey Vye, Rob Moreau, Amelia Yarwood, Ivan Lombardi
  
  We are language teachers and practitioner researchers who share a common interest in learner autonomy, creativity, and the well-being of teachers and learners alike. For Issue 9 of the Learner Development Journal (LDJ9), we would like to bring together a group of practitioners who are actively engaged in exploring learner development and who are eager to discuss questions and puzzles related to their practice.
  
  Overview
  If you are interested in exploring questions like the following, please consider submitting a proposal for LDJ9:
  
  What puzzles do you have about developing the interconnections between learner autonomy, creativity, and well-being?
  How might you bring those pieces together in engaging projects and understand them in new ways?
  What are your experiences as practitioners in such engagements with your learners (and/or with other people that you work with)?
  How do we/you/our learners break through into new practices, spaces, and ways of creative participation in learning?
  What challenges and questions come up for you and your learners in these processes of change in learner development? Why?
  What stories of practice would you and/or your learners like to share and develop to foster autonomy, creativity, and well-being for learner development?
  For LDJ9, we would very much like to bring together a group of practitioners (teachers and students/learners) to create an original collection of stories of practices for learner development and of practice-related reviews on interrelationships between autonomy, creativity, and well-being.
  
  We warmly invite contributions from diverse areas of language education from primary through to tertiary, and/or in other relevant contexts, in Japan and other countries. Prospective contributors should focus on practitioners’ and students’ stories and reflections, both individual and collective, generated in practice and explored through inquiry, reflection, and practitioner research.
  
  Possible areas of activity and inquiry
  We hope contributors will be interested in exploring areas such as:
  
  Multimodal learner development projects and activities that involve visual arts, music, drama, poetry, photography, video, literature, manga, anime, or other creative arts
  Community-based projects and activities where teachers and learners engage with local organizations/organisations, communities, and networks, foster creativity together, and develop their sense of well-being
  Experiences with mindfulness practices for learner development like guided meditation, reflective journaling, collaborative dialogues, and personal story-sharing
  Working with digital storytelling tools to create and share stories of autonomy, creativity, and well-being for learner development
  Learners’ and teachers’ experiences with translanguaging and how they relate to translanguaging for developing well-being in learning communities
  Learners’ creative engagement with critical theories (e.g., critical race, gender, intersectionality, disability theories) within the classroom and different social spaces
  Innovative and holistic assessment practices that embrace creativity and well-being as areas of focus in helping teachers and learners reflect on and understand their development from new whole-person perspectives.
  If there are other areas of activity and inquiry that appeal to you about engaging with and exploring interrelationships between autonomy, creativity, and well-being, then please feel free to contact us by email ahead of sending in your proposal. Many thanks!
  
  Developing a community of practices together
  Our aim is to make the collaborative process of LDJ9 supportive and inclusive by creating a stimulating and enjoyable community of practice for practitioner research and story writing. We warmly encourage co-constructed inquiries, co-authorship, and joint participation of students/learners in stories and writing.
  
  As a contributor to LDJ9, you will be expected to collaborate with other contributors at different points in the development of your practices, explorations, practitioner-research, and writing, for example, engaging in discussions of your practices, sharing writing, responding to each other’s drafts, and taking part in online and/or face-to-face conversations.
  
  Writing with a personalized/personalised reflective quality
  LDJ9 will feature two main types of writing: STORIES OF PRACTICES & PRACTICE-RELATED REVIEWS. Both genres invite contributors to experiment with narrative and reflection in personalised/personalized ways.
  
  With STORIES OF PRACTICES at 4,000-5,000 words, we are looking for around 6-10 contributions, each with a strong personalised/personalized reflective quality. We invite contributors to LDJ9 to:
  ground their writing in practice-driven concerns and questions that they have about engaging with and exploring projects for learner autonomy, creativity, and well-being
  write their stories in personalized/personalised, reflective ways
  include different voices
  relate their stories to arguments and debates in the wider field where appropriate, and
  write questioningly to construct their critical understanding and reflection on practices, discourses, and theorisations/theorizations to do with exploring learner autonomy, creativity, and well-being for learner development.
  write in your preferred variety of English that supports your creative flow. Your editors will honour/honor your distinct written voice.
  Stores of Practices may include reader responses, artifacts/artefacts, and other multi-vocalic elements to help make your writing interactive and dialogic. We encourage contributors to consider how they might use narrative, critical incidents, dialog/dialogue, interview, and other interactive elements (for example, visual, video, web, multimodal, digital, multimedia) to enhance the personalized/personalised and reflective quality of their stories.
  
  For PRACTICE-RELATED REVIEWS, we would like to include reflective commentaries of around 2,500-3,000 words that relate your review of one of the following published books to your own local learner development practices and concerns. Here we hope to get an inspection copy to share with you. You are welcome to focus on specific chapters/parts in a particular book:
  Learner Autonomy
  Murray, G., & Lamb, T. (2018). Space, place and autonomy in language learning. Routledge. https://doi.org/10.4324/9781317220909-1
  
  Little, D., Dam, L., & Legenhausen, L. (2017). Language learner autonomy: Theory, practice and research. Multilingual Matters. https://doi.org/10.21832/9781783098606
  
  Creativity
  Jones, R. H., & Richards, J. C. (Eds.) (2016). Creativity and language teaching: Perspectives from research and practice. Routledge. https://doi.org/10.4324/9781315730936
  
  Resnick, L. (2017). Lifelong kindergarten: Cultivating creativity through projects, passion, peers, and play. MIT Press. https://doi.org/10.7551/mitpress/11017.001.0001
  
  Well-Being
  Lemon, N. (Ed.). (2022). Creative expression and wellbeing in higher education: Making and movement as mindful moments of self-care. Taylor & Francis. https://doi.org/10.4324/9781003207863
  
  Project-Based Learning
  Gras-Velázquez, A. (Ed.) (2019). Project-based learning in second language acquisition. Routledge. https://doi.org/10.4324/9780429457432
  
  Staged development of research and writing
  Rather than working exclusively towards a full draft from the outset, we feel it is more productive and enriching to build on, re-work, and extend your stories of practices and practice-related reviews in stages through sharing incomplete drafts, discussing them, and getting peer responses from other contributors. This will be in addition to receiving later feedback from LDJ Review Network members, and the LDJ9 editors.
  
  Proposed stages of development:
  
  NOTIFICATION OF ACCEPTANCE: Sunday, February 18th, 2024
  FIRST PIECES OF WRITING: Stories of practices: 1,200-1,500 words; Practice-related reviews: 600-1,000 words; peer responses (April/May 2024)
  SECOND PIECES OF WRITING (building on, re-working, and extending the first piece): Stories of practices: 2,500-3,000 words; practice-related reviews: 1,200-1,800 words; peer responses. Choice of blind peer or open review by LDJ Review Network members (September/October 2024, with review in November/December 2024)
  THIRD PIECES OF WRITING (building on, re-working, and extending the second piece): Stories of practices: Full drafts of 4,000 to 5,000 words; practice-related reviews: Full drafts of 2,500-3,000 words (February/March 2025)
  FINALIZATION/FINALISATION OF ALL TEXTS: Includes abstracts and keywords (English and Japanese or another language), statement of the review process (open or blind peer review – see below), and author bios (English and Japanese or another language) (June, July, August 2025)
  PUBLICATION: The digital journal will be made available on the Learner Development Journal website, with copies sent to contributors (October/November 2025)
  Choice of open or blind peer review
  In keeping with established LDJ practices, contributors have a choice between blind peer review and open peer review by members of the Review Network and guest reviewers invited for LDJ9. For more details, see https://ldjournal.ld-sig.org/peer-review-process/., International academic contribution
• Advisor Educator Program Certificate (As a TA to Certified Online Course Instructor): Research Institute for Learner Autonomy Education (RILAE)　　　　　　　　　　　　　　　
  Academic research planning
  KUIS Graduate School of Language Sciences, KUIS Graduate School of Language Sciences, Mar. 2023 - Present
  Academic research, Advisor Educator’s Certification in March 2023
  
  -Attend at least three or more RILAE Advisor Education courses (or equivalent) as a TA (or have similar/equivalent relevant training experience), with participation in each course for at least two weeks.
  
  -Participate actively in the online forum and pre-class discussions.
  Have a minimum of 100 hours of advising experience (or have similar/equivalent one-to-one sessions). If not, applicants can demonstrate advising expertise in another way, for example, by conducting a demonstration advising session with one of the RILAE instructors.
  
  -Have a minimum of 20 hours as a mentor/trainer (this can include time spent helping as a TA for RILAE courses). If not, applicants can demonstrate advisor mentoring/training expertise in another way, for example, by conducting a demonstration mentoring session with one of the RILAE instructors as a mentor.)
  
  -Submit a report showing evidence of the above. You may also include a list of your relevant publications and presentations if applicable.
  The report will be evaluated by two senior RILAE instructors, plus one external evaluator., International academic contribution
• Learning Advisor Education Program Certificate (Online), Courses 1-5: Research Institute for Learner Autonomy Education (RILAE)　　　　　　　　　　　　　　　
  Others
  Kanda University of International Studies (KUIS) Graduate School of Language Sciences, Kanda University of International Studies (KUIS) Graduate School of Language Sciences, Apr. 2021 - Mar. 2022
  Academic society etc, Learning Advisor Education (LAE) Program: Becoming a Professional in Promoting Autonomy through Reflective Dialogue
  The Learning Advisor Education (LAE) program enables you to become a professional advisor and a skilled practitioner in conducting reflective dialogue with learners to promote autonomy. The LAE program includes five courses (Getting Started, Going Deeper, Becoming Aware, Transformation, and Becoming an Autonomous Teacher Leader) by providing initial and continuing education for those who wish to become professional advisors. On completion of each course in the LAE program, you will receive a Certificate from RILAE, Kanda University of International Studies: Courses 1 to 5

• Treasured colleagues’ and friends’ interwoven reflections for advisors and teachers that support learner wellbeing　　　　　　　　　　　　　　　
  Kanda University of International Studies, Chiba, Japan, 5th Graduation Symposium of the Research Institute for Learner Autonomy Education (RILAE), Mar. 2025, [Internet]
  この卒業シンポジウムの発表では、アドバイジングセッションや教室内で学習者のアイデンティティやウェルビーイングを強化するため活用されている、同僚や友人たちの互いに影響を与えあうリフレクションの実践を紹介します。これらのアドバイジングのテクニックとは、青木直子（2013; 2019）のアドバイザー向け「Can-do」ステートメント、Satoko Kato ＆ Jo Mynard（2016）のアドバイジングにおけるリフレクティブ・ダイアローグ、そしてScott Shelton-Strong & Giovanna Tassinari（2022）のアドバイジングにおける学習者の心理的ニーズです。これらの著者たちは、私が「共感と想像力の活用」、「学習者への積極的な関心」、そして「適切な程度の指導」と呼ぶ3つの相互に関係する手法を提供しています。, In this short graduation symposium talk, I will share the work of treasured colleagues’ and friends’ interconnected reflections utilized to empower learners’ identities and wellbeing during advising sessions or in classrooms. These advising techniques are Naoko Aoki’s (2013; 2019) can-do statements for advisors, Satoko Kato and Jo Mynard’s (2016) reflective dialogues for advising (2016), and Scott Shelton-Strong and Giovanna Tassinari’s (2022) learner’s psychological needs in advising. These authors provide three lovely interwoven strategies that I term empathy and utilizing imagination, a willingness to focus on the learner, and addressing the issue with appropriate degrees of directiveness.