Personnel Information

写真b

EDLIN CURTIS JAMES

Organization
Language Center Instructor of English as a Foreign Language
Teaching and Research Fields
I research autonomy-supportive practices for teaching, learning, and coaching. Psychological autonomy supports high-quality motivation, learning, and performance. In my research, I hope to document diverse individual differences in learner preferences to illustrate that learning and teaching should not follow “one-size-fits-all” approaches. I hope to track the relationship between autonomy-supportive teaching practices and learners’ perceived autonomy, as well as relationships between autonomy, subjective well-being, and other measures of physical, psychological, and social well-being.
Syllabus information URL
https://syllabus.kwansei.ac.jp/uniasv2/UnSSOLoginControlFree?REQ_ACTION_DO=/AGA030PLS01Action.do?REQ_FUNCTION_JUMP_START_FLG=1&SLB_LINK_DISP_FLG=689&TCH_NO=256062&REQ_PRFR_FUNC_ID=AGA030
SDGs Related Goals
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Degree 【 display / non-display 】

  • Degree name:M.A.（TESOL）
    Classified degree field:Foreign Language Education　
    Acquisition way:Coursework
    Date of acquisition:2010.09

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Career 【 display / non-display 】

  • Affiliation:Kwansei Gakuin University
    Department:Language Center
    Title:Instructor of English as a Foreign Language
    Date:2025.04 -

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Research Areas 【 display / non-display 】

  • Research field:Humanities & Social Sciences / Educational psychology

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Papers 【 display / non-display 】

  • Language: English
    Title: Informed eclecticism in the design of self-access language learning environments
    Journal name: Studies in Self-Access Learning Journal  vol.7  (2)  (p.115 - 135)
    Date of publication: 2016
    Author(s): Edlin, C.

    DOI: https://doi.org/10.37237/070202
    Type of publication: Research paper (scientific journal)
    Co-author classification: Single Author
    Field of experts:Humanities & Social Sciences / Foreign language education

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  • Language: English
    Title: Resource coordination in the Self-Access Learning Center at Kanda University of International Studies for the 2017-2018 academic year: activity, concept, and expanding definitions
    Journal name: Relay Journal  vol.1  (1)  (p.178 - 196)
    Date of publication: 2018.01
    Author(s): Edlin, C., & Imamura, Y.

    DOI: https://doi.org/10.37237/relay/010119
    Type of publication: Research paper (scientific journal)
    Co-author classification: Multiple Authorship
    Field of experts:Humanities & Social Sciences / Foreign language education, Humanities & Social Sciences / Tertiary education

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  • Language: English
    Title: An ethnographic study of the Building 6 Self-Access Learning Centre at Kanda University of International Studies for the 2016-2017 academic year
    Journal name: Research Institute of Language Studies and Language Education  vol.28  (1)  (p.1 - 18)
    Date of publication: 2017
    Author(s): Edlin, C.

    Type of publication: Research paper (bulletin of university, research institution)
    Field of experts:Humanities & Social Sciences / Foreign language education

  • Language: English
    Title: Pre- and post-test washback in paired oral classroom assessments
    Journal name: JALT2012 Conference Proceedings
    Date of publication: 2013
    Author(s): Ducker, N. T., Edlin, C. J., & Lee, R. A.

    Type of publication: Research paper (international conference proceedings)
    Co-author classification: Multiple Authorship
    Field of experts:Humanities & Social Sciences / Foreign language education

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  • Davies, H., Wongsarnpigoon, I., Watkins, S., Vola Ambinintsoa, D., Terao, R., Stevenson, R., Imamura, Y., Edlin, C., & Bennett, P. A. (2020). A self-access center’s response to COVID-19: Maintaining stability, connectivity, well-being, and development during a time of great change. Studies in Self-Access Learning Journal, 11(3), 135–147. https://doi.org/10.37237/110304

  • Murphey, T. & Edlin, C. (2020). The EcoEducational-BioPsychoSocial model in everyday education: A suggestion for researching holistic well-being as a contribution to healthier learner autonomy. Relay Journal, 3(1), 110-121. https://doi.org/10.37237/relay/030109

  • Wongsarnpigoon, I., Bennett, P., & Edlin, C. (2020). Editorial. Relay Journal, 3(1), 1-4. https://doi.org/10.37237/relay/030101

  • Edlin, C., & Yarwood, A. (2019). Advisor as an empowerer. Relay Journal, 2(1), 63-65.

  • Edlin, C., & Bonner, E. (2018). Augmented reality and crowdsourced feedback to help learners navigate self-access materials. Relay Journal, 1(2), 429-440.

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Presentations 【 display / non-display 】

  • Edlin, C. (2026, January). Foundations for Mixed Methods Research in Physiological and Emotional Response in Learning Advising. Paper presented at the Center for Language Education and Research Annual Research Forum, Nishinomiya, Japan.

  • Edlin, C. (2025, November). Accessing Generative AI Resources and Strategies. Tuesday, November 25th, The 15th LAb Session. Research Institute for Learner Autonomy Education.

  • Edlin, C. (2025, August). Autonomy and Physiology: Implications for Learning, Skill Development, and Performance. August 31st, Fundamental Theory SIG Autonomy Day. Japan Association for Language Education and (&) Technology.

  • Edlin, C. (2023, November). A very brief overview of the interplay between autonomy, psychology, physiology, learning, and performance. Paper presented at The Lab Sessions 6: Research and Learner Autonomy, Makuhari, Japan.

  • Edlin, C. (2022, April). The whole learner: Surprising connections between holistic well-being, learning, and performance. Paper presented at the 8th Annual JALT 7s, Oita, Japan.

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