@article{oai:ksu.repo.nii.ac.jp:02000102,
 author = {フェルプス, クリストファー and PHELPS, Christopher},
 journal = {高等教育フォーラム　実践・調査報告集, Forum of Higher Education Research -Reports on Practice and Research-},
 month = {Mar},
 note = {Autonomy-supportive teaching is an approach to support second-language learner motivation by nurturing the three psychological needs identified in self-determination theory; autonomy, competence, and relatedness. This approach to facilitating motivation may have potential in self-access language learning due to the emphasis on learner autonomy. In this paper, I explore how autonomy-supportive teaching has been built into the design of a new English conversation programme at Global Commons, the self-access centre at Kyoto Sangyo University, and how autonomy-supportive teaching is used in individual sessions to try to motivate language learners who use the programme.},
 pages = {1--9},
 title = {Incorporating Autonomy-Supportive Teaching into an English Conversation Programme in a Self-Access Language Learning Environment},
 volume = {14},
 year = {2024}
}