Neil Curry has been a Learning Advisor in the Self-Access Learning Center at Kanda University of International Studies, Japan, since 2013. As well as being responsible for the department’s curriculum development, his primary interests include learner autonomy, self-directed learning, foreign language anxiety and reflection on learning.Phoebe Lyon is a Principal Lecturer for Curriculum and Assessment and lecturer in the ELI at Kanda University of International Studies, Japan. Her research interests include learner autonomy, learner identity, curriculum and materials development and assessment.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.

• ContributorsForeword. Hayo Reinders                                                                                                  Part 1: Setting the SceneChapter 1. Jo Mynard, Neil Curry and Phoebe Lyon: Promoting Reflection on Language Learning: IntroductionChapter 2. Neil Curry: Overview of the Institutional and Educational Context                                                                         Part 2: Theoretical Constructs Chapter 3. Jo Mynard: Promoting Reflection on Language Learning: A Brief Summary of the LiteratureChapter 4. Satoko Kato: Reflecting through Dialogue Part 3: Insights from Initial StudiesChapter 5. Phoebe Lyon, Amanda J. Yoshida, Heather Yoder, Ewen MacDonald, Dominique Vola Ambinintsoa and Neil Curry: Fostering Learner Development through Reflection: How the Project Started              Chapter 6. Neil Curry, Phoebe Lyon, Amanda J. Yoshida, Heather Yoder, Ewen MacDonald and Dominique Vola Ambinintsoa: Developing Instruments and Tools to Examine Reflection in Our ContextChapter 7. Ross Sampson: Encouraging Introspection on Speaking Performance in Class: Findings from Student Reflections Part 4: Intervention Studies Chapter 8. Ewen MacDonald: Tools and Techniques for Helping Language Learners Manage their Target Language Use in the ClassroomChapter 9. Dominique Vola Ambinintsoa and Ewen MacDonald: A Reflection Intervention: Investigating Effectiveness and Students’ PerceptionsChapter 10. Amanda J. Yoshida: Learner Reflection on Group Work and Leadership SkillsChapter 11. Christine Pemberton and Jo Mynard: Promoting and Evaluating Students’ Development of Self-Directed Language Learning and Reflective Abilities    Chapter 12. Allen Ying and Haruka Ubukata: Understanding the Effectiveness of Reflection on Fluency Writing and Grammar LogsPart 5: Reflection and TechnologyChapter 13. Charlotte Lin and Jo Mynard: Considerations for Promoting Reflection on Language Learning with Technology: Insights from StakeholdersChapter 14. Jared R. Baierschmidt: Incorporating Reflective Practices into a Class about Learning English through Video GamesChapter 15. Prateek Sharma: Facilitating Student Reflection Using an Online PlatformChapter 16. Robert Stevenson and Phillip A. Bennett: Reflective Practice for Transformative Learning in a MOOC CoursePart 6: Tools and Activities for Promoting Reflection in Practice Chapter 17. Yuri Imamura and Isra Wongsarnpigoon: Promoting Reflective Dialogue through Introductory Self-Directed Learning CoursesChapter 18. Huw Davies and Amelia Yarwood: Training Reflective Learners: Designing, Implementing and Evaluating Reflective Activities in a Self-Study ModuleChapter 19. Malgorzata Polczynska, Jeffrey Goncalves and Eduardo Castro: Fostering Interactive Reflection on Language Learning through the Use of Advising ToolsPart 7: Retrospective ReflectionsChapter 20. Haruka Ubukata and Tim Murphey: Reflective Action Logging: Well-Becoming and LearningChapter 21. Amanda J. Yoshida: A Teacher Learns How to AdviseChapter 22. Phillip A. Bennett:  Practice What You Teach: Supporting from Student PerspectivesPart 8: Conclusions Phoebe Lyon: Conclusions: How Can We Promote Reflection on Language Learning?    Index

This is an excellent collection on how university language learners (especially in Japan) can reflect on their learning using different tools and evaluate whether their learning goals are succeeding. The book provides valuable insights and proven methods of support for language learners in developing reflective awareness about their own learning.