Category Archives: Published

SiSAL Journal Volume 6(1). Special Issue on Dialogue and Advising in Self-Access Learning

Volume 6, Number 1, March 2015

Special Issue, Dialogue and Advising in Self-Access Learning

Edited by Hisako Yamashita and Jo Mynard

  • Dialogue and Advising in Self-Access Learning: Introduction to the Special Issue by Hisako Yamashita and Jo Mynard (1-12) [full text] [PDF]
  • Essential Advising to Underpin Effective Language Learning and Teaching by Moira Hobbs and Kerstin Dofs (13-31) [full text] [PDF]

Research Papers

  • Advising Dialogue from a Feminist Perspective: Gendered Talk or Emotional Labor? By Sophie Bailly, Guillaume Nassau and Anouchka Divoux (32-49) [full text] [PDF]
  • The Dynamics of Emotional Relationships in Self-Directed Language Learning Counselling Interviews by Emmanuelle Carette, Eric Thiébaut, and Guillaume Nassau (50-61) [full text] [PDF]
  • Affect and the Development of Learner Autonomy through Advising by Hisako Yamashita (62-85) [full text] [PDF]

Exploring Advising and Dialogue

  • Supporting Learners and Advisors: An Advising Interview Protocol for Intensive Language Programs by Donald P. Harootian and Erin N. O’Reilly (86-96) [full text] [PDF]
  • Institutional Challenges for a Voluntary-Basis Language Learning Advising Program by Yuuki Ogawa and Ryo Hase (97-111) [full text] [PDF]
  • Peer Tutoring in Japan: A Different Approach for a Unique Educational System by Hinako Takeuchi (112-119) [full text]  [PDF]
  • Language Learning Advice at the University of Leeds by Jadzia Terlecka and Carolin Schneider (120-123) [full text] [PDF]

Regular Column (Edited by Katherine Thornton)

  • A Movement towards Social Learning Spaces? A survey of SAC Managers in UK Higher Education by Michael Allhouse (124-137) [full text] [PDF]

Reviews and Summaries

  • Review of ‘Exploring English: Language and Culture’ by Judith Buendgens-Kosten (138-141) [full text] [PDF]
  • JASAL Forum 2014 Self-Access Conversations: Beyond Classroom Borders (142- 155) by Erin Okamoto [full text] [PDF]
  • The Self-Access Area Becomes the Language Zone by Carolin Schneider (156-159) [full text] [PDF]

Announcements

Special Issue on Self-Access and Young Learners. December, 2015 (Volume 6, Issue 4) edited by Annamaria Pinter, Robert J. Werner and Jo Mynard. DEADLINE FOR SUBMISSIONS: August 10th, 2015.

Cover photo: ‘VISTA SILC’ at Kanda Institute of Foreign Languages, Tokyo,

SiSAL Journal, Volume 5, Number 3

Volume 5, Number 3, September 2014

Edited by Jo Mynard

Research Articles

  • Exploring the Concept of Learner Autonomy in Cross-Cultural Research by Nga Thanh Nguyen, Donna Tangen and Denise Beutel (202-216) [full text] [PDF]

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SiSAL Journal Volume 5, Number 2

Volume 5, Number 2, June 2014

Edited by Jo Mynard

Articles

  • Editorial: Understanding and Supporting Self-Access Learners by Jo Mynard (79-81) [full text] [PDF]
  • Establishing Group Autonomy through Self-Access Center Learning Experiences by Harumi Kimura (82-97) [full text] [PDF]
  • General Tendencies of English Language Learners in Using an Independent Learning Centre within the Turkish Higher Education Context by Tarik Uzun (98-111) [full text] [PDF]
  • Effects of Learning Styles on Self-directed Foreign Language Vocabulary Learning by Jing Wu (112-126) [full text] [PDF]
  • Moving Online: Changing the Focus of a Writing Center by Gene Thompson (127-142) [full text] [PDF]

Work in Progress 

  • “Say Again?” An In-house, Online, Self-access Pronunciation Project for ESOL Students by Menaka Ediriweera, Liz Howell, and Caroline White (143-152) [full text] [PDF]

Regular Column

  • Introduction to Column by column editor, Katherine Thornton (153) [full text] [PDF]
  • Evaluating Self-directed Learning Skills in SALC Modules by Junko Noguchi (153-172) [full text] [PDF]
  • Ongoing Development: Pathways and Challenges by Elizabeth Lammons (pp. 173-177) [full text] [PDF]

Report 

  • Striving for Diversity, Accessibility and Quality: Evaluating SiSAL Journal by Jo Mynard (178-199) [full text] [PDF]

Cover photo: Soka University, Tokyo, Japan (http://space.soka.ac.jp/en/)

SiSAL Journal 5(1), Special Issue on Directions in Self-Access Learning

Volume 5, Number 1, March 2014
Special Issue on Directions in Self-Access Learning
Edited by Neil Curry and Jo Mynard

Contents

  • Editorial: Directions in Self-Access Learning by Neil Curry and Jo Mynard (1-7) [full text] [PDF]

Articles

  • Framing the Picture: A Preliminary Investigation into Experts’ Beliefs about the Roles and Purposes of Self-Access Centres by Diego Navarro (8-28) [full text] [PDF]
  • Using CBT with Anxious Language Learners: The Potential Role of the Learning Advisor by Neil Curry (29-41) [full text] [PDF]
  • Supporting a Physical Self-Access Centre with a Virtual Presence by Troy Rubesch and Keith Barrs (42-49) [full text] [PDF]
  • Considering Peer Support for Self-access Learning by Craig Manning (50-57) [full text] [PDF]

Regular Column

  • Introduction by column editor, Katherine Thornton (58)
  • Piloting and Evaluating a Redesigned Self-Directed Learning Curriculum by Satoko Watkins, Neil Curry and Jo Mynard (58-78) [full text] [PDF]

Announcements

  • Upcoming Special Issue: Call for papers 

Special Issue on Self-Regulation in Foreign Language Learning. December, 2014 (Volume 5, Issue 4) edited by Paul Collett and Kristen Sullivan. DEADLINE FOR SUBMISSIONS: May 31st, 2014. MOre details: https://sisaljournal.org/for-authors/srl-call/

Cover photo: Soka University, Tokyo, Japan (http://space.soka.ac.jp/en/)

SiSAL Journal: Volume 4, Number 4, December 2013

Volume 4, Number 4, December 2013

Edited by Carol J. Everhard

Special Issue on Accessing and Accessorizing for Self-Access Language Learning

 

  • Editorial by Carol J. Everhard (227-235) [full text] [PDF]

Featured Articles

  • The Management Skills of SALL Managers by David Gardner and Lindsay Miller (236-252) [full text] [PDF]
  • Looking Out for English by Brian Tomlinson (253-261) [full text] [PDF]
  • Accessing the Self in Self-Access Learning: Emotions and Feelings in Language Advising by Maria Giovanna Tassinari and Maud Ciekanski (262-280) [full text] [PDF]
  • Davids Still Exist among Goliaths: A Story of Modest Self-Access Centre Establishment and Survival in Times of Economic Decline by Salomi Papadima-Sophocleous (281-294) [full text] [PDF]

Research Articles

  • An Autoethnographic Study of the Use of Mobile Devices to Support Foreign Language Vocabulary Learning by Mark Osborne (295-307) [full text] [PDF]
  • Giving Speaking Practice in Self-Access Mode a Chance by Kerstin Dofs (308-322) [full text] [PDF]
  • Foundation-level Gulf Arab Student Response to Self-Access Learning by Diane Malcolm and Mohamed Majed (323-338) [full text] [PDF]
  • Medics on the Move South Africa: Access to Medical Words by Kris Van de Poel, Christine Fourie and Karen Seberechts (339-352) [full text] [PDF]

Regular Column (Edited by Katherine Thornton)

  • Principles: Establishing the Foundation for a Self-Access Curriculum by Elizabeth Lammons (353-366) [full text] [PDF]

Work in Progress

  • Promoting Independent Language Learning Cross-Campus at the University of Leeds through a Self-Access Area by Carolin Schneider (367-371) [full text] [PDF]