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The Editorial Team
Studies in Self-Access Learning
Studies in Self-Access Learning
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- June, 2010
- Editorial, June 2010
- Some self-access principles
- What factors encourage high levels of student participation in a self-access centre?
- English Language Writing Centres in Japanese Universities: What do Students Really Need?
- An Investigation of Student Use of a Self-Access English-Only Speaking Area
- Integrating Self-Access into the Curriculum: Our Experience
- A new member of the family: The Sojo International Learning Center
- Report on the Japan Association of Self-Access Learning (JASAL) Forum, at the Japan Association for Language Teaching (JALT) 2009 Conference in Shizuoka.
- September, 2010
- Editorial, September 2010
- Principles and Procedures for Self-Access Materials
- Self-Access Language Learning in Museums: A Materials Development Project.
- Self-Access Centers: Maximizing Learners’ Access to Center Resources
- Enhancing a Self-Access Website
- English for Specific Purposes (ESP) Modules in the Self-Access Learning Center (SALC) for Success in the Global Workplace
- Developing Song Worksheets for a SALC
- Internet-Based Resources for Developing Listening
- Review of the Open Culture Website
- December, 2010
- Editorial
- Beliefs about Self-Access Learning: Reflections on 15 years of change
- Co-constructing Understanding of Self Access through Conversational Narrative
- Listening to the Learner: A Qualitative Investigation of Motivation for Embracing or Avoiding the Use of Self-Access Centres
- The Effect of Chinese ESL Learners’ Beliefs on their Autonomous Learning
- Conference announcement
- March, 2011
- Editorial
- Reading an ESL Writer’s Text
- Learning to Foster Autonomy: The Role of Teacher Education Materials
- Introducing the Skills of Self-assessment and Peer Feedback
- Lessons Learned While Managing My First Book Club
- Overview of “Splendid Speaking” Website (http://splendid-speaking.com)
- Learning Strategy Sheets: Supporting Advisors and Learners
- June, 2011
- Editorial
- Self-Directed Learning Modules for Independent Learning: IELTS Exam Preparation
- Learner Involvement at Arabian Gulf University Self-Access Centre
- Self-Access Evolution: One University’s Journey Toward Learner Control
- The L2 Passionate Interactional Imperative (for short “The L2 Pie”): It’s Hot or It’s Not!
- The Importance of Affective Factors in Self-Access Language Learning Courses
- Blogging in the Target Language: Review of the “Lang-8” Online Community
- FINAL call for papers
- ILA Conference Announcement
- September, 2011
- Editorial
- Emerging Technologies for Autonomous Language Learning
- Investigating Language Learning Activity Using a CALL Task in the Self-access Centre
- Alternatives for Making Language Learning Games More Appealing for Self-Access Learning
- Enhancing Learner Autonomy in an On-line Editing Programme
- A Two Year Cross-Section of Student Use of Self-Access eLearning
- Pre-university experience of ICT and Self-Access Learning in Japan
- Web 2.0 sites for Collaborative Self-Access: The Learning Advisor vs. Google®
- Retooling Perspectives on Technology’s Role in Language Education
- Cell Phones + Self-Access: A Summer Campaign
- Mobility in Learning: The Feasibility of Encouraging Language Learning on Smartphones
- Introducing ‘Prepare for Success’, a Web-based Learning Resource to help International Students get Ready for Study in the UK
- December, 2011
- Editorial
- A Framework for the Evaluation of a Self-Access Language Learning Centre
- Fostering Self-directed Learning through Guided Tasks and Learner Reflection
- Fostering Learner Autonomy as Agency: An Analysis of Narratives of a Student Staff Member Working at a Self-Access Learning Center
- The Growth of an Out-of-Class Learning Community through Autonomous Socialization at a Self-Access Center
- Group Workshops: Saving Our Writing Center in Japan
- Enhancing User Identification with the Independent Learning Centre at Sung Bin Home for Girls
- A Learning Success Story Using Facebook
- March, 2012
- Editorial
- Developing a Deeper Understanding of Learning Processing During Unguided Complex Learning Tasks: Implications for Language Advising
- Evaluating Learner Autonomy: A Dynamic Model with Descriptors
- The Degree of Directiveness in Written Advising: A Preliminary Investigation
- Translanguaging in Self-Access Language Advising: Informing Language Policy
- Professional Development for Learning Advisors: Facilitating the Intentional Reflective Dialogue
- The Influence of Learning Beliefs in Peer-advising Sessions: Promoting Independent Language Learning
- The Macro-and Micro-Language Learning Counseling: An Autoethnographic Account
- JASAL Forum 2011: Growing Trends in Self-Access Learning
- June, 2012
- Editorial
- Language learning strategy research: Where do we go from here?
- Investigating the Information Needs of University Students in Foundational Foreign Language Courses
- Advising Practices: A Survey of Self-Access Learner Motivations and Preferences
- Supporting the Language and Learning Development of EAL Students in Australian Higher Education
- Investigating Students’ Ways to Learn English Outside of Class: A Researchers’ Narrative
- Learning Phrasal Verbs Autonomously
- September, 2012
- Editorial
- The Impact of Teacher Training for Autonomous Learning
- Scaffolding Students’ Initial Self-Access Language Centre Experiences
- Readiness for Self-Access Language Learning: A Case of Iranian Students
- Supporting the Development of Autonomous Learning Skills in Reading and Writing in an Independent Language Learning Centre
- Video Self-Assessment for Language Learners
- The Effects of Applying Betts’ Autonomous Learner Model on Iranian Students
- December, 2012
- Editorial
- Learning Strategies: Prototypical Core and Dimensions of Variation
- Alternative Models of Self-regulation and Implications for L2 Strategy Research
- Re-placing the Jewel in the Crown of Autonomy: A Revisiting of the ‘Self’ or ‘Selves’ in Self-Access
- The Metacognitive Strategic Knowledge of Seven Successful Chinese L1 Readers at a North American University: A Qualitative Study
- EFL Students’ Writing Strategies in Saudi Arabian ESP Writing Classes: Perspectives on Learning Strategies in Self-access Language Learning
- Exploring the Effects of Self-efficacy on Vocabulary Learning Strategies
- Language Counseling Trends: Implications for Beginning Language Learner Strategy Instruction
- Leading the Proverbial Thirsty Horse to Water: ESL Learners’ Experience with Language Learning Contracts
- Self-access Materials: Their Features and their Selection in Students’ Literacy Practices
- March, 2013
- June, 2013
- Editorial: Special Issue on Supporting Self-directed Learning
- The Relationship between Learners’ Self-directed Learning Readiness and their English for Specific Purposes Course Accomplishment at Distance Education in Iran
- Beyond the Classroom: The Role of Self-Guided Learning in Second Language Listening and Speaking Practice
- A Move Towards Autonomy: Individualized Education Plans for Effective Materials Use
- Self-Access Language Learning Programme: The Case of the English Language Voluntary Intensive Independent Catch-up Study
- General Introduction to the ‘Case Studies in Self-Access” Column
- Column: A Framework for Curriculum Reform: Re-designing a Curriculum for Self-directed Language Learning
- September, 2013
- Editorial
- “Beautifying the Beast”: Customising Online Instruction in a Writing Course for Jamaican Tertiary-level Students
- Enhancing Student Self-Study Attitude and Activity with Motivational Techniques
- Development and Use of Moodle for Online Student Support
- Needs Analysis: Investigating Students’ Self-directed Learning Needs Using Multiple Data Sources
- Book review: The Applied Linguistic Individual: Sociocultural Approaches to Identity, Agency and Autonomy. Edited by Phil Benson and Lucy Cooker
- Book review: Autonomy in Language Learning: Stories of Practices Edited by Andy Barfield and Natanael Delgado Alvarado
- December, 2013
- Editorial
- The Management Skills of SALL Managers
- Looking Out for English
- Accessing the Self in Self-Access Learning: Emotions and Feelings in Language Advising
- Davids Still Exist among Goliaths: A Story of Modest Self-Access Centre Establishment and Survival in Times of Economic Decline
- An Autoethnographic Study of the Use of Mobile Devices to Support Foreign Language Vocabulary Learning
- Giving Speaking Practice in Self-Access Mode a Chance
- Foundation-Level Gulf Arab Student Response to Self-Access Learning
- Medics on the Move South Africa: Access to Medical Words
- Principles: Establishing the Foundation for a Self-access Curriculum
- Promoting Independent Language Learning Cross-Campus at the University of Leeds through a Self-Access Area
- March, 2014
- Editorial: Directions in Self-Access Learning
- Framing the Picture: A Preliminary Investigation into Experts’ Beliefs about the Roles and Purposes of Self-Access Centres
- Using CBT with Anxious Language Learners: The Potential Role of the Learning Advisor
- Supporting a Physical Self-Access Center with a Virtual Presence
- Considering Peer Support for Self-Access Learning
- Piloting and Evaluating a Redesigned Self-Directed Learning Curriculum
- June, 2014
- Editorial: Understanding and Supporting Self-Access Learners
- Establishing Group Autonomy through Self-Access Center Learning Experiences
- General Tendencies of English Language Learners in Using an Independent Learning Centre within the Turkish Higher Education Context
- Effects of Learning Styles on Self-directed Foreign Language Vocabulary Learning
- Moving Online: Changing the Focus of a Writing Center
- ‘Say Again?’ An In-house, Online, Self-Access Pronunciation Project for ESOL Students
- Introduction to the Column
- Evaluating Self-directed Learning Skills in SALC Modules
- Ongoing Development: Pathways and Challenges
- Striving for Diversity, Accessibility and Quality: Evaluating SiSAL Journal
- September, 2014
- Editorial, September, 2014
- Exploring the Concept of Learner Autonomy in Cross-Cultural Research
- The Effect of Computer-Based Self-Access Learning on Weekly Vocabulary Test Scores
- Possibilities of Independent Learning in Two Self-Access Facilities of an Iranian University
- Learning Styles of Independent Learning Centre Users
- Room 101: The Social SAC
- “Now Maybe I Feel Like Trying”: Engaging Learners Using a Visual Tool
- MOOCs in Language Education and Professional Teacher Development: Possibilities and Potential
- Game-Based Methods to Encourage EFL Learners to Transition to Autonomous Learning
- December, 2014
- Editorial
- The Social Dimensions of Learner Autonomy and Self-Regulated Learning
- Self-Regulation: Why is it Important for Promoting Learner Autonomy in the School Context?
- Examining the Relationships between Self-Efficacy, Effort Regulation Strategy Use, and English Vocabulary Skills
- Self-Regulation within Language Learners’ Dialogues
- Redesigning an Independent Learning Course Component: Recognizing the Role of Instructor as Guide
- Developing Autonomous Self-Regulated Readers in an Extensive Reading Program
- Bringing Learner Self-Regulation Practices Forward
- Formative Assessment in University English Conversation Classes
- Researching Self-regulated Learning and Foreign Language Learning
- Reconsidering the Assessment of Self-Regulated Learning in Foreign Language Courses
- Understanding Self-regulated Learning: Thoughts from Attending the Self-Regulated Learning Symposium in Shimonoseki
- Researching the New Room 101: “A Safe Haven for Me to Learn”
- March, 2015
- Dialogue and Advising in Self-Access Learning: Introduction to the Special Issue
- Essential Advising to Underpin Effective Language Learning and Teaching
- Analysing Advising Dialogue from a Feminist Perspective: Gendered Talk, Powerless Speech or Emotional Labour?
- The Dynamics of Emotional Relationships in Self-Directed Language Learning Counselling
- Affect and the Development of Learner Autonomy through Advising
- Supporting Learners and Advisors: An Advising Interview Protocol for Intensive Language Programs
- Institutional Challenges for a Voluntary-Basis Language Learning Advising Program
- Peer Tutoring in Japan: A New Approach for a Unique Educational System
- Language Learning Advice at the University of Leeds
- Room 101: A Movement towards Social Learning Spaces? A Survey of SAC Managers in UK Higher Education
- Review of ‘Exploring English: Language and Culture’
- JASAL 2014 Forum. Self-Access Conversations: Beyond Classroom Borders
- The Self-Access Area Becomes the Language Zone
- June, 2015
- Editorial
- “I am a SALCer”: Influences of Identity on Fear of Making Mistakes in English Interactions
- Tapping into the Educational Potential of Facebook: Encouraging Out-of-Class Peer Collaboration in Foreign Language Learning
- Effects of CALL on Self-directed FL Vocabulary Learning
- Sharing Stories of Practice in Self-Access Facility Design and Management
- The Development of CELE-UNAM Mediateca (1996-2015)
- Considering Context: The Importance of Specific Institutional and Learner Contexts When Researching the Set Up of a Self-Access Centre
- Human Resources as a Primary Consideration for Learning Space Creation
- September, 2015
- Editorial
- ‘Significant Others’ in Influencing Arab EFL Learners’ Learning Strategy Use and Development: A Qualitative Inquiry
- Self-Access Learning Centers and the Importance of Being Curious
- Call for papers: SiSAL Journal special issue on virtual and other learning spaces
- The Crucial Role of Peer-Learning in Language Learning Spaces
- Facilitating a Face-to-Face Tandem Language Exchange on a University Campus
- Implementing a Student Peer-Mentoring Programme for Self-Access Language Learning
- The SAC as a Community of Practice: A Case Study of Peer-Run Conversation Sessions at the Universidad del Caribe
- December, 2015
- Self-Access and Young Learners: Introduction to the Special Issue
- ‘After Mom Gets Some Books, Then I’ll Make a Selection’: A 5-Year-Old ELL’s Decision-Making in the Book-Related Home Play
- About a Boy: A Gamer and L2 English Speaker Coming into Being by Use of Self-Access
- L2 Motivation and Young Self-Instructed Learners’ Persistence in Learning English: A Causal Analysis
- An Example of Classroom Practice Using Flashcards for Young Learners: Preliminary Indications for Promoting Autonomy
- Self-Access and Metacognitive Awareness in Young Learners: How Japanese Sixth Graders Learn How to Learn English
- Sea Change in Library Use
- Book Review: Teaching Young Learners To Think. By Herbert Puchta and Marion Williams
- Book Review: Stories and Storyline by Sharon Ahlquist and Réka Lugossy
- Supporting Student Staff Through Effective Training
- Peer-led Discussion Groups in Foreign Languages: Training International Students to Become Peer-Facilitators
- Effective Training for SALC Student Staff: Principles from Experience
- Training Student Workers in a Social Learning Space
- March, 2016
- Editorial
- The Impact of Online Training on Saudi Medical Students’ Attitudes, Awareness, and Use of Language Learning Strategies in Relation to their Developing Autonomy
- Considerations in Developing a Peer Mentoring Programme for a Self-Access Centre
- Youth and the Disruption of Power: Student-run Conversation Workshops in a Mexican Self-access Centre
- Balancing Competing Needs among Stakeholders: Lessons from the Self-access Language Learning Centre (SALL) of the Chinese University of Hong Kong (Shenzhen)
- Book review: Assessment and Autonomy in Language Learning Edited by Carol J. Everhard and Linda Murphy
- Report on the JASAL 10th Anniversary Conference, 2015
- Learning Space-Based Initiatives for Developing Learner Autonomy: Design and Implementation
- Autonomous Language Learning in Self-Access Spaces: Moodle in Action.
- On the Road to Developing a Learning Advisory Program (LAP)
- Implementing a Language Learning Advising Service at a Self-Access Center in Cambodia
- June, 2016
- Virtual and Other Learning Spaces: Introduction to the Special Issue
- Informed Eclecticism in the Design of Self-Access Language Learning Environments
- Design and Management of a Self-Access Language Learning Space Integrated into a Taught Course
- Exaptating Students’ Social Networks as Affinity Spaces for Teaching and Learning
- How do Learners Make Use of a Space for Self-Directed Learning? Translating the Past, Understanding the Present, and Strategizing for the Future
- Best Practice Ideas for Learner Advising in New Zealand
- Learning Spaces and Curricula: Models for Enhancing LLS Usage and Learner Autonomy Development Through Integration
- Raising Awareness: Learning Advising as an In-Class Activity
- Developing “SotonSmartSkills”: A Reflection on Scaffolded Independent Learning Programmes
- Integrating Self-Access Center Components into Core English Classes
- September, 2016
- Editorial
- Self-Access Centres in South Korea: Online Space Values
- Advising in Language Learning: Confirmation Requests for Successful Advice-Giving
- New Scenarios in Autonomy for Foreign Language Learning: Conference Summary and Reflections
- Promoting Engagement with Language Learning Spaces: How to Attract Users and Create a Community of Practice
- Increasing Attendance in a Self-Access Language Lounge
- Extensive Reading as the First Step to Using the SALC: The Acclimation Period for Developing a Community of Language Learners
- Promoting Independent English Language Learning within an Asian Tertiary Institution: The Lingnan Experience
- December, 2016
- Self-Access in Japan: Introduction
- Engendering Autonomy and Motivation through Learner Reflection Tasks
- Discovering Methods of Bettering our Writing Desk: A Report on Visits to US University Writing Centers.
- The Need for Establishing an English Self-Access Center at Osaka University: Practical Suggestions and Guidelines
- Book Review: Social Spaces for Language Learning: Stories from the L-café Edited by Garold Murray and Naomi Fujishima
- Report on the Japan Association of Self-Access Learning (JASAL) 2016 Annual Conference
- Evaluating Language Learning Spaces: Developing Formative Evaluation Procedures to Enable Growth and Innovation
- Evaluating a Self-Access Centre’s Effectiveness and Efficiency: A Case Study and Reflection
- Building a Picture of Usage Patterns in a Language Learning Space: Gathering Useful Quantitative and Qualitative Data
- Looking Backwards and Forwards: Evaluating a 15-Year-Old SALC for Continued Growth
- March, 2017
- Editorial
- Accessibility and the Promotion of Autonomous EFL Reading
- The Metamorphosis of a Self-Access Centre in Hong Kong: From Theory to Practice (A Case Study)
- A Reflection on the Relationship Among Self-Access, Classroom Learning, and Self-Regulation at National Preparatory #2 in Mexico
- CEFR-J Based Speaking Program for a Self-Access Learning Center
- Strategy Use in CALL-Based Self-Directed Foreign Language Vocabulary Learning
- Book Review: Reflective Dialogue: Advising in Language Learning (Research and Resources in Language Teaching) Written by Satoko Kato and Jo Mynard
- June, 2017
- 7th Independent Learning Association Conference in Wuhan, China, 4-7 November 2016: Foreword
- 7th Independent Learning Association Conference in Wuhan, China, 4-7 November 2016: Opening Speech
- Self-Access Centre and Autonomous Learning Management: Where Are We Now and Where Are We Going?
- The Pedagogy of Learner Autonomy: Lessons from the Classroom
- Autonomy in the Time of Complexity: Lessons from Beyond the Classroom
- Language Learning Beyond the Classroom: Access all Areas
- The Evolution and Devolution of Management and Training Needs for Self-Access Centre Staff
- Encouraging Autonomy Through a Community of Practice: The Role of a Self-access Centre
- Promoting Learner Autonomy and Self-Directed Learning: The Evolution of a SALC Curriculum
- Autonomy and Complexity in Social Learning Space Management
- Interview with Jianying Du, Kerstin Dofs and Moira Hobbs on Friday, November 4th, 2016, Huazhong University of Science and Technology (HUST)
- September, 2017
- Editorial
- Learners’ Work in a SAC: A Longitudinal Study
- A Survey of Self-Access Foreign Language Centres in UK Higher Education Institutions: Format, Practices and Challenges in 2016
- Social Language Learning Spaces: Globalization Glocalized
- How to Support Students in Selecting Graded Readers
- Peer Tutoring: Active and Collaborative Learning in Practice
- Professional Development for Language Learning Advisors
- Effects of Drawing and Sharing a ‘Picture of Life’ in the First Session of a Mentoring Program for Experienced Learning Advisors
- December, 2017
- Introduction: Supporting Leadership and Academic Development in a SALC
- Conceptualizing Leadership Development in the KUIS SALC
- Using Social Networks to Promote Collaboration and Leadership in Foreign Language Learning
- The Evolution of a SAL Desk: From Academic Writing to Language Support
- What Constitutes Effective Tutoring on Scripts and Oral Presentations? Report from the Waseda Writing Center
- Principles of my TOEIC Test-Prep Workshops and Self-Access Online Materials for TOEIC Preparation
- Book Review: Learning Japanese: Voices of Experience by Belinda Kennett and Yuriko Nagata
- Language Learner Autonomy: Theory, Practice and Research by David Little, Leni Dam and Lienhard Legenhausen
- March, 2018
- Editorial
- Effects and Impact of Extensive Reading in Japanese University English for General Purpose Classes
- Psychological Expertise Required for Advising in Language Learning: Theories and Practical Skills for Japanese EFL Learners’ Trait Anxiety and Perfectionism
- Role of MOOCs in Pakistani English Teachers’ Professional Development
- What Now? An Exploratory Analysis of Language Maintenance in Japanese Study Abroad Alumni
- The Evolution of Learner Autonomy in online environments: A Case Study in a New Zealand Context
- June 2018
- Introduction: Papers from JASAL 2017
- Self-Access Centers and Autonomous Learning: Report on the Japan Association for Self-Access Learning (JASAL) Conference, 2017
- Review of JASAL 2017 by a Student
- Self-Access Environments as Self-Enriching Complex Dynamic Ecosocial Systems
- From Theory to Practice: Considerations in Opening a New Self-Access Center
- 自律的日本語学習を支える学習環境としての留学生支援システム International Students Support System as a Learning Environment Fostering Autonomous Japanese Language Learning
- Push, Don’t Pull: One Self-Access Centre’s Struggle for an Identity
- Language Policy in Non-Classroom Language Learning Spaces
- ニコニコ動画が持つバーチャルなセルフアクセスラーニングスペースとしての機能に関する考察～香港出身の日本語学習者の言語学習史をもとに～ The social networking service “Niconico Douga” as a virtual self-access learning space: An analysis of the language learning history of a Japanese language learner from Hong Kong
- 日本語スペイン語テレタンデムによる協働学習 Collaborative Learning through Japanese-Spanish Teletandem
- 自律学習の誘発を目的とした複数教員による討論型授業：大規模授業 おけるアクティブラーニングの手法と効果の考察 A Case Study of Debates Run by More than One Teacher in an Economics Class as a Teaching Method for Self-Access Learning
- Disseminating a Learner Voice Through Collaborative Reflection
- September, 2018
- Introduction to the Special Issue
- Understanding Curriculum: An Actor Network Theory Approach
- Learners as Researchers of Their Own Language Learning: Examples from an Autonomy Classroom
- Social Autonomy and Decision Making in L2 Group Work
- Using Vocabulary Apps to Enhance Students’ Vocabulary Knowledge
- Phenomenological Analysis into Students’ Self-Perceived Autonomy and Out-Of-Class Learning
- Postmodernism as a Theoretical Framework for Learner Autonomy Research
- Promoting the Development of Learner Autonomy and FL Oral Production through Peer Collaboration
- Autonomy and Reflection on Practice in a Self-Access Language Centre: Comparing the Manager and the Student Assistant Perspectives
- December, 2018
- March, 2019
- Introduction to the Special Issue
- Motivational Dynamics in Language Advising Sessions: A Case Study
- Primary Teachers’ Experiences in Preparing to Teach Irish: Views on Promoting the Language and Language Proficiency
- Chinese Language Learner Motivation: Vision, Socialization and Progression
- A Pedagogical Attempt to Promote Japanese College EFL Learners’ Self-Growth
- Longitudinal Trajectories of Emotions in Four Dimensions Through Language Advisory Sessions
- Exploring Third-Age Foreign Language Learning from the Well-being Perspective: Work in Progress
- Exploring Facilitative and Debilitative Spaces: A Shift in Focus from Classrooms to Learning Systems
- Conference Review of Psychology of Language Learning 3, Waseda University, Tokyo, Japan (June 7-10, 2018)
- June, 2019
- Introduction
- In-Training Advising Sessions for New Peer Advisors: Impacts and Benefits
- Peer-Led Activities at a Self-Access Center in Brazil
- Improving the Praxis of Conversation Club Leaders in a Community of Practice: A Case Study in a Self-Access Centre
- Chinese-as-a-Foreign-Language Learners’ Use of Self-Regulated Learning in Flipped/Blended Learning Environments – A Descriptive Study
- Review of the JASAL 2018 x SUTLF 5 Conference
- Space, Place and Autonomy in Language Learning by Garold Murray and Terry Lamb
- Review of JASAL 2018 x SUTLF 5 and a Reflection on “Connection”
- September, 2019
- An Investigation into the Criteria Students Use When Selecting Graded Readers
- Introduction
- Self-Assessment Surveys – A Tool for Independent Learning in Lower-tier Dependent Classrooms
- Transformative Language Use in and Beyond the Classroom with the Voice Story App
- As If … A Game Theory Perspective on Self-Access Learning
- A Critical Review of Research on Language Learning Strategies Used by Arab Learners of English
- December 2019
- Introduction
- Establishing Online Synchronous Support for Self-Access Language Learning
- Adapting a Checklist of Materials Evaluation for a Self-Access Learning Center in Japan
- Fostering English-Use in a SALC through a Discussion-Based Classroom Intervention
- Exploring the Roles and Facilitation Strategies of Online Peer Moderators
- Book review: Autonomy in Language Learning and Teaching: New Research Agendas edited by Alice Chik, Naoko Aoki and Richard Smith
- Self-Determination Theory Conference Review: Egmond aan Zee, Netherlands (May 21 – 24, 2019)
- March 2020
- Introduction
- Have a Look Around: The Effect of a ‘Push’ Activity on Future SAS Use
- The Relationship Between Independent Study Time, Self-Directedness, and Language Gain
- Review of the Japan Association of Self-Access Learning (JASAL) 2019 National Conference: New Beginnings
- English for Academic Study: An Open Access Academic English Course. Review of FutureLearn
- Understanding Learner Autonomy Through Research: A Summary of a Forum at JALT 2019
- June 2020
- June, 2021
- September, 2020
- Introduction: Self-Access and the Coronavirus Pandemic
- Challenges and Opportunities of Fostering Learner Autonomy and Self-Access Learning During the COVID-19 Pandemic
- Technological and Pedagogical Considerations in Supporting Electronic Self-Access Language Learning (e-SALL): In-Person Learning Practice in the Time of Crisis
- A Self-Access Center’s Response to COVID-19: Maintaining Stability, Connectivity, Well-being, and Development During a Time of Great Change
- Language Advising as Psychosocial Intervention for First Time Self-Access Language Learners in the Time of COVID-19: Lessons From the Philippines
- Creating a Virtual Writing Center to Support Self-Regulated Learning
- Online Self-Access Learning Support During the COVID-19 Pandemic: An Australian University Case Study
- Out-of-Class Learning of Spanish during COVID-19: A Case Study in Trinidad and Tobago
- COVID-19, a Breakthrough in Educational Systems: Keeping the Development of Language Learners’ Autonomy at Self-Access Language Centres
- Emergency Remote Support at the Self-Access Learning Center: Successes and Limitations
- Our Self-Access Experience in Times of COVID
- Setting up a Language Learning Environment in Microsoft Teams
- ‘Things Will Look Up Because They Always Do’: The Continuation of My Autoethnography as a Self-Directed Learner of French
- Review of JASAL Online Student Forum 2020 and a Reflection
- Index
- December, 2020
- Introduction
- Modes of Identification Within a Language Learner-Led Community of Practice
- EFL Learners’ Autonomous Listening Practice Outside of the Class
- ‘Trusting the Process’: Part Three of My Autoethnography as a Self-Directed Learner of French
- Review of ‘The Secret Agent’s Language Challenges‘ App
- March, 2021
- Building Language Skills and Social Networks in an Advanced Conversation Club: English Practice in Lecce
- Introduction
- Incorporating Advising Strategies into One-to-One Tutoring: Effects on the Awareness Towards Vocabulary Learning
- Group Dynamics and Resilience in the Process of L2 Socialization: A Longitudinal Case Study of Japanese University Students Visiting an English Lounge
- Accessing the Creative Self: Encouraging Innovative L2 Expression Within a Japanese Business University Self-Access Center
- Fostering Group Autonomy Through Collaborative Learning in an Online Environment
- ‘Learning This Way Is Like Piecing a Puzzle Together’: Bringing My Autoethnography as a Self-Directed Learner of French to a Conclusion
- Review of the March 14, 2021 – Learning Advisor Education Program: Graduation Symposium
- Embracing Change and Discovering Affordances in the Time of COVID: Report on the Japan Association for Self-Access Learning (JASAL) Conference, 2020
- September 2021
- Introduction to the Special Issue
- Analyzing Advising Sessions for Rapport-Building Discursive Elements
- Perceptions of English Language Instructors on the Effectiveness of Learning Advisory Training Programme (LATP)
- The Learning Advisory Program Club Events and Well-Being: Regular Clubbers’ Reflections on Their Experiences
- Practical Ideas on Developing Learner Autonomy for Young Learners
- The Digitalization of Self-Access and Advising Services in Times of a Global Pandemic
- Mirror, Mirror on the Wall, Who is the Most Autonomous of Them All?
- A Review of The Plenary Talks on Advising and Self-Directed Learning: Two Important Systems for Learner Autonomy
- Through an English Teacher’s Eyes: Self-Directed Learning and Advising in Language Education E-Conference
- Through Preservice English Teachers’ Eyes: Impressions on Attending an International E-Conference
- June, 2010
- Indexes
- News
