McLoughlin, D. (2011). Attribution theory and motivation. In C. Everhard, J. Mynard with R. Smith (Eds.), Autonomy in language learning: Opening a can of worms (pp. 118-122). Canterbury, UK: IATEFL.
McLoughlin, D. (2012). Attribution theory as an advising tool. In J. Mynard & L. Carson (Eds.).
Mynard, J. (2012). A suggested model for advising in language learning. In J. Mynard & L. Carson (Eds.).
Mynard. J., & Troudi, S. (2014). The Internet chat room: A tool for promoting learner autonomy. In R. Al Mahrooqi & S. Troudi (Eds.), Using technology in foreign language teaching (pp. 162- 184). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
Sekiya, Y., Mynard, J. & Cooker, L. (2010). 学習者の自律を支援するセルフアクセス学習 [Self-access learning which supports learner autonomy]. In H. Kojima, N. Ozeki & T. Hiromori. (Eds.), 「英語教育学大系」全13巻中の第6巻「成長する英語学習者―学習者要因と自律学習」大修館書店 [Survey of English Language Education: Vol. 6. Developing English learners: Learner factors & autonomous learning] (pp. 191-210). Tokyo: Taishukan-shoten.
Sekiya, Y., Mynard, J. & Cooker, L. (2010). 大学英語教育への応用 8. セルフアクセス学習と大学教育 [Implications for university education: 8. Self-access learning and university education]. In H. Kojima, N. Ozeki & T. Hiromori. (Eds.), 「英語教育学大系」全13巻中の第6巻「成長する英語学習者―学習者要因と自律学習」大修館書店 [Survey of English Language Education: Vol. 6. Developing English learners: Learner factors & autonomous learning] (pp. 225-227). Tokyo: Taishukan-shoten.
Thornton, K., & Mynard, J. (2012). Investigating the focus of advisor comments in a written advising dialogue. In C. Ludwig & J. Mynard (Eds.), (pp. 137-153).
Valdivia, S., McLoughlin, D., & Mynard, J. (2012). The portfolio: A practical tool for advising language learners in a self-access centre in Mexico. In J. Mynard & L. Carson (Eds).
Yamaguchi, A., Hasegawa, Y., Kato, S., Lammons, E. McCarthy, T., Morrison, B.R., Mynard, J., Navarro, D., Takahashi, K., & Thornton, K. (2012). Creative tools that facilitate the advising process. In C. Ludwig & J. Mynard (Eds.), (pp. 115-136).
Articles in refereed journals
Takahashi, K., Mynard, J., Noguchi, J., Sakai, A., Thornton, K., & Yamaguchi, A. (2013). Needs analysis: Investigating students’ self-directed learning needs using multiple data sources. Studies in Self-Access Learning Journal, 4(3), 208-218.
McLoughlin, D., & Mynard, J. (2009). An analysis of higher-order thinking in online discussions. Innovations in Education and Teaching International, 46(2), 147-160.
Mynard, J. & Almarzouqi, I. (2006). Investigating peer tutoring. ELT Journal, 60(1), 13-22.
Mynard, J. (2007). A blog as a tool for reflection for English language learners. Asian EFL Journal: Professional teaching articles, 24. http://www.asian-efl-journal.com/pta_Nov_07_jm.php
Kershaw, M., Mynard, J., Promnitz-Hayashi, L., Sakaguchi, M., Slobodniuk, A., Stillwell, C., & Yamamoto, K. (2010). Promoting autonomy through self-access materials design. In A. Stoke (Ed). JALT 2009 Conference Proceedings: The Teaching-Learning Dialogue: An Active Mirror, pp. 151-159.
McLoughlin, D., & Mynard, J. (2007). Using online forums and promoting higher-order thinking. In Jendli, A., Troudi, S. & Coombe, C. (Eds.) The Power of Language: Perspectives from Arabia. TESOL Arabia 2006 conference proceedings. Dubai: TESOL Arabia, pp. 344-356.
Mynard, J., & Sorflaten, R. (2003). Facilitating learning through peer tutoring. In Syed, Z., Coombe, C. and Troudi, S. (Eds). TESOL Arabia 2002 conference proceedings Volume VIII. Critical reflection and practice, pp. 287-302.
Mynard, J. (2004). Investigating evidence of learner autonomy in a virtual EFL classroom: A grounded theory approach. In J. Hull, J. Harris, and P. Darasawang (Eds.). Research In ELT: proceedings of the international conference 9-11 April, 2003. School of Liberal Arts and the Continuing Education Center, King Mongkut’s University of Technology Thonburi, Thailand pp. 117-127.
Mynard, J. (2009). How blogging can promote learner autonomy. In Carroll, M., Castillo, D., Cooker, L., & Irie, K. (Eds.). (2009). Proceedings of the Independent Learning Association 2007 Japan Conference (online): Exploring theory, enhancing practice: Autonomy across the disciplines. Kanda University of International Studies, Chiba, Japan, October 2007.
Mynard, J. (2010). Promoting cognitive and metacognitive awareness through self-study modules: An investigation into advisor comments. Proceedings of the International Conference CLaSIC 2010 “Individual Characteristics and Subjective Variables in Language Learning”, Singapore, 2-4 December 2010, pp. 610-627.
Articles in other journals and newsletters
Mynard, J. (2006). Measuring learner autonomy: Can it be done? Independence, 37, 3-6.
Mynard, J. (2008). Self-access problems around the world: A summary of a discussion by the TESOL Arabia Learner Independence SIG. Independence, 44, 29-31.
Mynard, J. (2012). An analysis of written advice on self-directed learning modules and the effect on learning. Studies in Linguistics and Language Teaching, 23, 125-150.
Mynard, J. (2014). Self-access and motivation. Learning Learning, 21(2), 18-23.
Mynard, J. (2014). Advising for language learner autonomy: The what, the why and the how. JACET Tohoku Newsletter, 40, 2-3.
Mynard, J., Sorflaten, R., Al Kobtan, H., & Abdulla, I. (2004) Helping students to realize their potential through peer tutoring. Benat Zayed. Abu Dhabi: Zayed University, 24-26.
Mynard, J., & Stewart, A. (2011). Learner autonomy in the Japanese context: A conversation. Independence, 52.
Mynard, J. (2006). Book review of “Learner autonomy across cultures: language education perspectives” Edited by David Palfreyman and Richard Smith”. Independence, 37, 28-30.
Mynard, J. (2008). Book review of “Learner autonomy in CALL environments” by Klaus Schwienhorst (2008). Independence, 44, 41-44.
Editorials / journal special issues