Introduction

Jo Mynard, Kanda University of International Studies, Chiba, Japan

Mynard, J. (2019). Introduction. Studies in Self-Access Learning Journal, 10(3), 220-222.

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Welcome to the September 2019 issue of SiSAL Journal which contains five regular papers. The first paper by Dominic G. Edsall who is based at Ritsumeikan University, Japan and UCL Institute of Education, UK. Edsall explores how game theory (Osborne, 2004) can be applied to the design and management of self-access learning activities. The author discusses some of the basic principles by using theoretical examples to explore issues of autonomy and motivation from the unique perspective of costs and rewards.

In the second paper, Anas Hajar from the Graduate School of Education, Nazarbayev University, Nur-Sultan, Kazakhstan provides a thorough and systematic review of learning strategies. The author specifically focuses on studies related to Arab learners taken from various databases and comments on applicability for self-access and on future directions for research.

The third paper, Phoebe Lyon and Amber Barr from Kanda University of International Studies in Japan report on a study designed to understand selection criteria adopted by Japanese learners of English when using graded readers. The results suggest that students find the selection process challenging and the authors suggest ways in which to support learners in making more informed choices.

The fourth paper is by Naomi Wilks-Smith and Li Ping Thong from RMIT University, Australia. The paper describes a theoretically-grounded development process of an app designed to support language learners through storytelling. The app prototype was tested on 157 students from three schools in Australia. The research indicates that the app, Voice Story, was shown to be an open-ended task that effectively supported students’ oral language output.

Finally, Craig Yamamoto from Chugoku Gakuen University in Japan and Yoko Kinoshita from Sojo University in Japan explore self assessment among students at a private university in Japan. Using quantitative and qualitative methods, the researchers sought to understand students’ knowledge and confidence in language learning. Despite some limitations, some positive results were observed suggesting that self-assessment tasks guided and motivated the participants.

Acknowledgements

We would like to express our sincere thanks to the reviewers and editorial team members for their generosity in sharing their time and knowledge to ensure that this peer-review journal can continue to be published. In addition, we thank the authors for choosing to publish in SiSAL Journal and their contributions to the growing body of quality published work in the area of self-access.

Notes on the Editor 

Jo Mynard is a Professor in the English Department, Director of the Self-Access Learning Center, and Director of the Research Institute for Learner Autonomy Education at Kanda University of International Studies in Chiba, Japan. She holds an M.Phil in Applied Linguistics (Trinity College Dublin, Ireland) and an Ed.D. in TEFL (University of Exeter, UK). Her research interests include advising in language learning, the psychology of language learning, and learning beyond the classroom.

References

Osborne, M. J. (2004). An introduction to game theory (Vol. 3, No. 3). New York, NY: Oxford university press.

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