Volume 11, Number 3, September 2020
Special Issue on Self-Access and the Coronavirus Pandemic
Edited by Jo Mynard, Adelia Peña Clavel, Honggang Liu, and Tarik Uzun
Contents
- Introduction: Self-Access and the Coronavirus Pandemic by Adelia Peña Clavel, Honggang Liu, Jo Mynard, and Tarik Uzun (108–113) [full text] [PDF] https://doi.org/10.37237/110301
- Challenges and Opportunities of Fostering Learner Autonomy and Self-Access Learning during the COVID-19 Pandemic by Fawzi Al Ghazali (114–127) [full text] [PDF] https://doi.org/10.37237/110302
- Technological and Pedagogical Considerations in Supporting Electronic Self-Access Language Learning (e-SALL): In-Person Learning Practice in the Time of Crisis by Ismail Anas, Farida Amansyah, Andi Musdariah, and Irmawati (128–134) [full text] [PDF] https://doi.org/10.37237/110303
- A Self-Access Center’s Response to COVID-19: Maintaining Stability, Connectivity, Well-being, and Development During a Time of Great Change by Huw Davies, Isra Wongsarnpigoon, Satoko Watkins, Dominique Vola Ambinintsoa, Rumi Terao, Rob Stevenson, Yuri Imamura, Curtis Edlin, Phillip A. Bennett (135–147) [full text] [PDF] https://doi.org/10.37237/110304
- Language Advising as Psychosocial Intervention for First Time Self-Access Language Learners in the time of COVID-19: Lessons from the Philippines by Danica Anna D. Guban-Caisido (148–163) [full text] [PDF] https://doi.org/10.37237/110305
- Creating a Virtual Writing Center to Support Self-Regulated Learning by Chris Harwood and Dennis Koyama (164–186) [full text] [PDF] https://doi.org/10.37237/110306
- Online Self-Access Learning Support During the COVID-19 Pandemic: An Australian University Case Study by Andrew Kelly, Nicole Johnston, and Sharon Matthews (187–198) [full text] [PDF] https://doi.org/10.37237/110307
- Out-of-Class Learning of Spanish During COVID-19: A Case Study in Trinidad and Tobago by Diego Mideros (199–219) [full text] [PDF] https://doi.org/10.37237/110308
- COVID-19, a Breakthrough in Educational Systems: Keeping the Development of Language Learners’ Autonomy at Self-Access Language Centres by Beatriz Eugenia Navarro Cira and Isabel Carrillo López (220–234) [full text] [PDF] https://doi.org/10.37237/110309
- Emergency Remote Support at the Self-Access Learning Center: Successes and Limitations by Tetsushi Ohara and Fumie Ishimura (235–249) [full text] [PDF] https://doi.org/10.37237/110310
- Our Self-Access Experience in Times of COVID by Adelina Ruiz-Guerrero [full text] [PDF] (250–262) https://doi.org/10.37237/110311
- Setting Up a Language Learning Environment in Microsoft Teams by Carolin Schneider (263–270) [full text] [PDF] https://doi.org/10.37237/110312
Ethnographies of Self-Access Language Learning
- ‘Things Will Look Up Because They Always Do’: The Continuation of My Autoethnography as a Self-Directed Learner of French by Robert J. Werner (271–293) [full text] [PDF] https://doi.org/10.37237/110313
Reviews (edited by Hisako Yamashita)
- Review of JASAL Online Student Forum 2020 and a Reflection by Naoki Tashiro (294–297) [full text] [PDF] https://doi.org/10.37237/110314
Cover image: © The Japan Association for Self-Access Learning. Screenshot taken at the recent online student forum (see the review of the event by Tashiro, this issue)
Copyright © 2020 Studies in Self-Access Learning Journal, ISSN 2185-3762.
Copyright held by individual authors.
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