Volume 13, Number 1, March 2022
Edited by Jo Mynard and Hisako Yamashita
Contents
Articles
- University Students’ Autonomous Learning Behaviors in Three Different Modes of ICT-based Instruction in the COVID-19 Era: A Case Study of Lockdown Learning by Mátyás Bánhegyi and Balázs Fajt (5–30) [full text] [PDF]
- Reframing Self-Access: Reviewing the Literature and Updating a Mission Statement for a New Era by Jo Mynard, Dominique Vola Ambinintsoa, Phillip A. Bennett, Eduardo Castro, Neil Curry, Huw Davies, Yuri Imamura, Satoko Kato, Scott J. Shelton-Strong, Robert Stevenson, Haruka Ubukata, Satoko Watkins, Isra Wongsarnpigoon, and Amelia Yarwood (31–59) [full text] [PDF]
- Self-Regulation in an Advanced Language Learner: A Case Study of Language Learning Strategies by Guy Redmer (60–76) [full text] [PDF]
- “Our Voices Matter”: The Learner Profile of UTech, Jamaica Students and Implications for a Virtual Self-Access Learning Centre by Daidrah Telfer, Michelle Stewart-McKoy, Tashieka Burris-Melville and Maribel Alao (77–107) [full text] [PDF]
- Exploring Student Perceptions of Self-Access Learning for Active Learning: A Case Study by Stuart D. Warrington (108–128) [full text] [PDF]
Papers on Establishing Self-Access Services and Systems
- Going Beyond Brick and Mortar Self-Access Centers: Establishing a Satellite Activity Self-Access Program by John R. Baker (129–141) [full text] [PDF]
- Launching a Tutoring System Within a Restructured Self-Access Language Learning Center in Japan Amidst a Pandemic by Viorel Ristea (142–161) [full text] [PDF]
Summaries and Reviews
- JASAL Online Student Forum 2021 From an Overseas Perspective by Denisse Alejandra Vargas Montiel (162–165) [full text] [PDF]
- Book Review: The Handbook of Informal Language Learning Edited by Mark Dressman and Randall William Sadler by Abd Rahman and Suharmoko (166–172) [full text] [PDF]
- EFL Students’ Independent Learning With Pear Deck Interactive Slides by Kiki J. Anggoro and Uswatun Khasanah (173–176) [full text] [PDF]
Copyright © 2022 Studies in Self-Access Learning Journal, ISSN 2185-3762.
Copyright held by individual authors.
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