March, 2021

Volume 12, number 1, March 2021

Edited by Jo Mynard


  • Incorporating Advising Strategies into One-to-One Tutoring: Effects on the Awareness Towards Vocabulary Learning by Doğuş Aydın and Birsen Tütüniş (4–20) [Full text] [PDF]
  • Group Dynamics and Resilience in the L2 Socialization into an English Lounge: A longitudinal Case Study of Japanese University Students by Akiko Kiyota (21–39) [Full text] [PDF]
  • Accessing the Creative Self: Encouraging Innovative L2 Expression Within a Japanese Business University Self-Access Center by Sara B. Ferguson (40–69) [Full text] [PDF]
  • Building Language Skills and Social Networks in an Advanced Conversation Club: English Practice in Lecce by Anne Schiller (70–78) [Full text] [PDF]
  • Fostering Group Autonomy Through Collaborative Learning in an Online Environment by Qunyan Maggie Zhong (79–91) [Full text] [PDF]

Ethnographies of Self-Access Language Learning

  • ‘Learning This Way Is Like Piecing a Puzzle Together’: Bringing My Autoethnography as a Self-Directed Learner of French to a Conclusion by Robert J. Werner (92–117) [Full text] [PDF]

Reviews (edited by Hisako Yamashita)

  • Review of the March 14, 2021 – Learning Advisor Education Program: Graduation Symposium by Ross Sampson (118–122) [Full text] [PDF]
  • Embracing Change and Discovering Affordances in the Time of COVID: Report on the Japan Association for Self-Access Learning (JASAL) Conference, 2020 by Jason R. Walters (123–135) [Full text] [PDF]


  • Developing Learner Autonomy in Language Learning. Independent Learning Association (ILA) / IATEFL Learner Autonomy SIG conference. June 28-30, 2021.

Cover picture: Photo taken by Robert J. Werner at Ryutsu Keizai University, Japan. Cover design by Noriko Takasago.

Copyright © 2021 Studies in Self-Access Learning Journal, ISSN 2185-3762.
Copyright held by individual authors.