Videos by Colin Mitchell
This session is for one-on-one mentoring and coaching. Relational mentoring (Ragins and Verbos, 2... more This session is for one-on-one mentoring and coaching. Relational mentoring (Ragins and Verbos, 2007) is characterized by reciprocity and mutual learning, where both participants influence one another, that are inherent in growth-producing relationships. Coaching is a comprehensive client-centered service that may involve many aspects of a client’s life, both personal and professional. 140 views
In this workshop, the presenters introduce the concept of reflective dialogue and facilitate a pr... more In this workshop, the presenters introduce the concept of reflective dialogue and facilitate a practical session where participants can learn how to conduct reflective dialogue by using some basic strategies for helping others to engage themselves in reflection and to promote their professional-well being. (Special 90-minute PD Workshop facilitated by members of JALT's Mentoring & Orientation Committee) 82 views
Papers by Colin Mitchell
International Journal of Advanced Multidisciplinary Research and Studies, 2023
This research paper conducts an analysis of data collected from Reitaku University student partic... more This research paper conducts an analysis of data collected from Reitaku University student participants in extracurricular groups and those not in extracurricular groups using the MLQ (Multifactor Leadership Questionnaire) to measure transformational and transactional leadership. The study compares the quantitative data of the extracurricular groups and the samples not in an extracurricular group, and then compares all the groups to each other as an overview of the full range of leadership. The qualitative responses from the group leaders are used to expand on the quantitative data and provide insight into the leadership styles of each group. The study found that those in extracurricular groups scored slightly higher in both types of leadership than those not in extracurricular groups.. The study also found that the leadership style of the NMUN group, the Student Support Staff, and Japanesia was influenced by transformational leadership styles that focus on setting a good example for followers and inspiring them to achieve a shared goal or mission. The study's findings have implications for organizations that promote extracurricular groups and leadership development.
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Studies in Self-Access Learning Journal, 2023
Self-access language centres (SALCs) utilise self-directed learning, which allows learners to set... more Self-access language centres (SALCs) utilise self-directed learning, which allows learners to set their own learning goals and make their own learning choices. While this approach can benefit language learners, it can also be intimidating for those not used to autonomous learning. To help learners transition from teacher-directed to self-directed learning, various interventions such as coaching, counselling, mentoring, and advising can be used. These interventions can be effective in helping learners become more self-directed, but it is important to review and consider the learner's expectations when implementing them. This paper analyses data from a one-on-one coaching intervention between an English-speaking coach and five Japanese participants using English as a second language to explore the factors contributing to the intervention session's perceived success.
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Mind Brain Ed Journal, 2022
Becoming a proficient speaker of a second language typically requires continuous dedication, and ... more Becoming a proficient speaker of a second language typically requires continuous dedication, and it is impossible for educators to be present for each step of the learning process. This reality naturally conflicts with educator-learner interactions and approaches that do not allow students to develop student agency in their learning. This article makes an argument for the use of evidence-based coaching psychology as a strategy for building the metacognitive elements for autonomy and self-regulation in learners. The authors present a common coaching framework utilizing the GROW model, distinguish between coaching and non-coaching conversations, and discusses how coaching psychology allows students to manage their behavior and emotions to meet their goals. Also, the article calls for conducting further research to build evidence for coaching as a tool for improving learner self-regulation.
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PANSIG 2021, 2022
Professional evidence-based coaching and mentoring are fields that have grown significantly globa... more Professional evidence-based coaching and mentoring are fields that have grown significantly globally due to its transformational leadership
and managerial effectiveness (Bozer, Sarros, & Santora, 2013). This growth led to the JALT Mentoring and Orientation Committee to hold a
‘Reflective Dialogue’ workshop in PANSIG 2021 which introduced coaching and mentoring techniques to educators in Japan. This article
follows on from that workshop and gives a deeper insight into coaching and mentoring. The article focuses on educators acting as both the
coach and the coachee. In this situation the coach draws out the information from the coachee, with the coachee being the resource of the
discussion (Rogers, 2016). It argues that semi-structured coaching and mentoring techniques, such as the OSCAR model, can be used by
educators, in conjunction with reflective dialogue (Kato & Mynayrd, 2016), to develop the professional well-being of their peers. Educators
can apply these techniques to both peers and students as either a mentor or a coach to achieve these high levels of effectiveness in reaching
individual goals and improving professional wellbeing
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This paper reports on s teps to implement standardisation within a compulsory course at Reitaku U... more This paper reports on s teps to implement standardisation within a compulsory course at Reitaku University. In encouraging institutions to have a global outlook, Japanʼs Ministry of Education, Culture, Sports, Science and Technology (MEXT) has aff ected course designers through creating the need to refine goals and introduce change. Reitaku University has taken advantage of this call for change by introducing a standardised Extensive Reading (ER) program into a compulsory course for students in its Faculty for Foreign Studies. This paper charts the first steps of what is an evolving program and shows how four teachers utilised a comprehension-based quiz website to create a standardised platform for ER. A distinct connection between teacher expectation and student performance is discerned which gives us a baseline to make further improvements.
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PanSIG 2018 Journal, 2019
As of April 2018, Reitaku University has made (ER) a compulsory part of its English for Communica... more As of April 2018, Reitaku University has made (ER) a compulsory part of its English for Communication classes. This reflects the reforms in modern education in Japan. MReader is presented as a solution to a standardized platform for implementing ER by using existing university library resources. This paper gives background and documents the first step to introducing MReader as a university-wide ER platform for English for Communication. The paper considers data of seventeen teachers’ beliefs of ER and the obstacles faced when using ER at Reitaku University. These teacher beliefs are discussed regarding the decision to implement MReader to standardize the ER program.
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Reitaku Journal, 2019
Thi s pa pe r re por t s on s te p s to i mple me nt standardisation within a compulsory course a... more Thi s pa pe r re por t s on s te p s to i mple me nt standardisation within a compulsory course at Reitaku University. In encouraging institutions to have a global outlook, Japanʼs Ministry of Education, Culture, Sports, Science and Technology (MEXT) has aff ected course designers through creating the need to refine goals and introduce change. Reitaku University has taken advantage of this call for change by introducing a standardised Extensive Reading (ER) program into a compulsory course for students in its Faculty for Foreign Studies. This paper charts the first steps of what is an evolving program and shows how four teachers utilised a comprehension-based quiz website to create a standardised platform for ER. A distinct connection between teacher expectation and student performance is discerned which gives us a baseline to make further improvements.
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The Japanese Ministry of Education, Culture, Sports and Science and Technology (MEXT) are facing ... more The Japanese Ministry of Education, Culture, Sports and Science and Technology (MEXT) are facing a plethora of pressures to become more global. This has led MEXT to draw up the 'English Education Reform Plan Corresponding to Globalization.' This education reform plan calls for a move away from grammar translation in favor of a communication based classroom. These reforms are to be implemented by 2020 to coincide with the Tokyo Olympic games. In the context of these MEXT reforms, the current study investigated anxiety and the L2 motivational self system in Japanese university students. In the study, it was discovered that ideal L2 self and L2 learning experiences are correlated with lower anxiety levels, which in turn led to positive learning results. The study also showed that ought-to self was found to be indicative of increased anxiety, yet was also a strong indicator of motivation overall. Based on these discoveries, classroom approaches for these new MEXT reforms are given in this study.
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Shiken, 2017
The Japanese education system has been in a constant state of reform, with pressure towards CLT (... more The Japanese education system has been in a constant state of reform, with pressure towards CLT (communicative language teaching) in language education being made as far back as the 1980s. Fast forward to 2017 and there appears to have been little change in language teaching approaches, with the traditional grammar translation remaining dominant. One reason put forward for this stifling development of the reforms is the rigid testing system, which pressures teachers to favor more traditional methods of teaching. Perhaps the most severe test is the National University Center Entrance Exam (Center Test), which is essential for many students who want to enter university. Although this Center Test has an English language section, it is not a language proficiency test. This leads to a language learning environment with a plethora of pressures from reforms, the Center Test and more traditional methods of teaching. This study used a mixed method research approach to explore the pressures of language education in Japanese high schools.
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Presentations by Colin Mitchell
Conference Presentations by Colin Mitchell
JASAL Conference, 2023
Self-access learning centres (SALCs) foster autonomy, competence, and relatedness in language lea... more Self-access learning centres (SALCs) foster autonomy, competence, and relatedness in language learning. Yet, many students find it challenging to navigate and use these resources. This presentation suggests offering university credits to motivate students to engage more with SALCs and benefit from their usage. It presents a course on independent language learning that focuses on autonomy, granting a university credit upon completion. Reitaku University's iFloor SALC and the Transformative Autonomous Language Learning (TALL) course provide opportunities for students to identify their unique learning techniques and thrive in language mastery
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JALT 2021 International Conference, 2021
he JALT Mentoring & Orientation Committee will hold one-on-one sessions for JALT members register... more he JALT Mentoring & Orientation Committee will hold one-on-one sessions for JALT members registered for JALT International 2021. The 90-minute workshop focuses on enhancing the participants’ professional well-being through the approach of reflective dialogue. The participants will receive a pre-workshop introduction on how to conduct reflective dialogue by watching an introduction video and will be paired up with a partner in the workshop to practice reflective dialogue by having an actual session online.
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Eighth Annual Conference on Global Higher Education at Lakeland University Japan, 2022
University students all over Japan study foreign languages to become part of the global workforce... more University students all over Japan study foreign languages to become part of the global workforce. Being a transformational leader can increase the chances of success in a global society. However, not all universities offer leadership training and students need to develop skills by themselves. This study looks at groups of foreign language and economics university students who are members of various groups on campus. It compares the leadership with other groups and students not in groups to determine what leadership skills are being developed. The groups analysed have an international focus and are available to all students on campus. The results reveal that these groups offer more opportunities for students to develop transformational leadership skills than not belonging to a group.
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JALT Oita 12th Symposium, 2021
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The session power point presentation I am proposing for MEES 2016 will focus on motivation and sh... more The session power point presentation I am proposing for MEES 2016 will focus on motivation and showing progression to university students. I have collected data from 41 students between the ages of 18 to 20, as well as opinions from 12 teachers on student motivation for that age group. The data shows that these students are integratively motivated and communication is more important to them than good test scores. However, these students also care about their progression, yet it seems difficult to measure progression without testing. Therefore, this presentation will suggest ways to show progression to these integratively motivated students. This will include setting instrumental proximal goals and working towards these goals in class. I want to show how students can feel motivated and do well on tests, even if they are not motivated to take the tests. The benefit of this is they can do more of the things they want to do, such as using English for communication abroad.
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Videos by Colin Mitchell
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Videos by Colin Mitchell
Papers by Colin Mitchell
and managerial effectiveness (Bozer, Sarros, & Santora, 2013). This growth led to the JALT Mentoring and Orientation Committee to hold a
‘Reflective Dialogue’ workshop in PANSIG 2021 which introduced coaching and mentoring techniques to educators in Japan. This article
follows on from that workshop and gives a deeper insight into coaching and mentoring. The article focuses on educators acting as both the
coach and the coachee. In this situation the coach draws out the information from the coachee, with the coachee being the resource of the
discussion (Rogers, 2016). It argues that semi-structured coaching and mentoring techniques, such as the OSCAR model, can be used by
educators, in conjunction with reflective dialogue (Kato & Mynayrd, 2016), to develop the professional well-being of their peers. Educators
can apply these techniques to both peers and students as either a mentor or a coach to achieve these high levels of effectiveness in reaching
individual goals and improving professional wellbeing
Presentations by Colin Mitchell
Conference Presentations by Colin Mitchell
Videos by Colin Mitchell
and managerial effectiveness (Bozer, Sarros, & Santora, 2013). This growth led to the JALT Mentoring and Orientation Committee to hold a
‘Reflective Dialogue’ workshop in PANSIG 2021 which introduced coaching and mentoring techniques to educators in Japan. This article
follows on from that workshop and gives a deeper insight into coaching and mentoring. The article focuses on educators acting as both the
coach and the coachee. In this situation the coach draws out the information from the coachee, with the coachee being the resource of the
discussion (Rogers, 2016). It argues that semi-structured coaching and mentoring techniques, such as the OSCAR model, can be used by
educators, in conjunction with reflective dialogue (Kato & Mynayrd, 2016), to develop the professional well-being of their peers. Educators
can apply these techniques to both peers and students as either a mentor or a coach to achieve these high levels of effectiveness in reaching
individual goals and improving professional wellbeing