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Call for Papers: Special Issue of SiSAL Journal. Selected papers from the 2017 Japan Association for Self-Access Learning (JASAL) Conference

Call for Papers: SiSAL Journal is planning to publish a special issue on selected papers from the Japan Association for Self-Access Learning (JASAL) 2017 Conference in June 2018 (Volume 9, Issue 2) edited by Hisako Yamashita, Clair Taylor and Andy Tweed. The deadline for submissions from presenters or participants is March 31st 2018.

Information for potential contributors

The Japan Association for Self-Access Learning (JASAL) is a non-profit professional organization devoted to promoting self-access language learning in Japan. Its annual conferences have provided opportunities for members to share ideas about self-access language learning, running self-access centers and developing learner autonomy. In this special issue, we will have selected papers from the JASAL 2017 Annual Conference which was held on December 16th, 2017 at Kanda University of International Studies in Chiba, Japan.

“Enriching Self-Access Environments” was the theme of JASAL 2017 conference. Self-access environments need to be carefully designed in order to provide learners with the flexibility to explore resources and opportunities for learning. In Japan and in other countries around the world, we have a great variety of self-access environments, and many factors influence these. Learner populations and their needs, the availability of financial and human resources, the goals of the institution, and the beliefs of administrators, staff, learning advisors and teachers all influence what is provided in self-access environments.

The editors invite submissions from JASAL 2017 presenters on their creative and or innovative practices to enrich their self-access environments, which they presented at JASAL 2017. Non-presenters can also submit their reviews of JASAL 2017 or reflections on the conference. The papers can be in English or  Japanese, but we ask contributors writing in Japanese  to submit their abstract in English as well.

This special issue may publish the following:

  1.     Research papers (around 4000 words)
  2.     My-share papers which are less research-focused and emphasize the sharing of practical ideas (around 3500 words)
  3.     Administrative-share papers which provide a platform for administrators concerned with the operations of self-access centers/language learning spaces (around 3500 words)
  4.     Perspectives (opinions and reflections) (around 2000 words)
  5.     Reviews of events, academic books, articles, and learning resources (around 2000 words)

Submissions will follow the usual blind peer review process. Please refer to the following page for a detailed description of submission types and format:


Invitation for Guest Editors for new Multilingual Column in SiSAL Journal

The field of self-access language learning, and related fields such as language learning advising and self-directed language learning, is a growing and dynamic field of scholarly research and pedagogical practice. This research is conducted all over the world, and in many languages. The early groundbreaking work in the wider field of learner autonomy in the 1980s was led by Henri Holec at the Council of Europe working predominantly in French. In Mexico, the field has a very active research community working in Spanish. However, the majority of the research is often published in English.

At SiSAL Journal, we would like to recognise and highlight the hugely valuable contributions being made by colleagues in all contexts and provide a platform for those researchers working languages other than English to connect to others in their field in their own language. SiSAL often features articles about research in non-English speaking contexts, and has always welcomed submissions in languages other than English, but there is no mistaking that English is often assumed as the dominant language of educational (and other academic) research, and few such submissions have been received. Therefore, we would would like to announce a new multilingual SiSAL column and are putting out this Call for Editors. If you are working in self-access in a language other than English and would be interested in editing a column of several papers in that language to appear in an upcoming issue of SiSAL Journal, please get in touch.

The column
Each column instalment will feature three papers about self-access language learning in the featured language of that instalment. The papers can be any format from the SiSAL guidelines, but at least one should be a substantial research paper, perspective or literature review.

The editor(s) of each instalment will be responsible for:

  • Writing a call for papers in the featured language
  • Organising a double blind review of manuscripts (this includes finding and offering guidelines to reviewers)
  • Suggesting revisions to authors
  • Accepting or rejecting papers
  • Proofreading final manuscripts

The regular SiSAL Journal editorial team will offer advice and support throughout the process, but the instalment editor will be in charge of making editorial and content decisions. Editors may like to refer to the following previous Calls for Papers when writing their own Calls:

Column Timelines


Later dates are also possible.

Next steps

Potential editors should contact Chief Column Editor Katherine Thornton at and state the following (in English):

  • Your interest in self-access
  • The country (or countries) that you are working in
  • The language that you would like to publish in
  • The proposed focus of your column (this can be in the form of a Call for Papers, or a more general outline)
  • Details of your own publishing and editing experience
  • Which issue of SiSAL you would like to publish in (if you have a preference)

If you would like to make an informal inquiry before submitting these details, feel free to do so.

SiSAL Journal Issue 7(2)

miniVolume 7, Number 2, June 2016

Special Issue on Virtual and Other Learning Spaces

Edited by Curtis Edlin and Jo Mynard

[Access complete issue online on ISSUU]



  • Virtual and Other Learning Spaces: Introduction to the Special Issue by Jo Mynard and Curtis Edlin (110-114) [full text] [PDF]
  • Informed Eclecticism in the Design of Self-Access Language Learning Environments by Curtis Edlin (115-135) [full text][PDF]
  • Design and Management of a Self-Access Language Learning Space Integrated into a Taught Course by Sahar Alzahrani and Vicky Wright (136-151) [full text][PDF]
  • Exaptating Students’ Social Networks as Affinity Spaces for Teaching and Learning by Tim Murphey, Yoshifumi Fukada, and Joseph Falout (152-167) [full text][PDF]
  • How do Learners Make Use of a Space for Self-Directed Learning? Translating the Past, Understanding the Present, and Strategizing for the Future by Yoshio Nakai (168-181) [full text][PDF]

Discussion Article

Edited by Hisako Yamashita

  • Best Practice Ideas for Learner Advising in New Zealand by Moira Hobbs and Kerstin Dofs (182-192) [full text][PDF]

Language Learning Spaces Part 5: Developing Learner Autonomy Through Integrating the Physical Learning Space with Curriculum

Edited by Katherine Thornton

  • Introduction: Learning Spaces and Curricula: Models for Enhancing LLS Usage and Learner Autonomy Development Through Integration by Katherine Thornton (193-196) [full text][PDF]
  • Raising Awareness: Learning Advising as an In-Class Activity by Kayoko Horai and Elaine Wright (197-209) [full text][PDF]
  • Developing “SotonSmartSkills”: A Reflection on Scaffolded Independent Learning Programmes by Vanessa Mar-Molinero and Christian Lewis (209-219) [full text][PDF]
  • Integrating Self-Access Center Components into Core English Classes by Ann Mayeda, Dirk MacKenzie, and Brian Nuspliger (220-233) [full text][PDF]


Upcoming Event: Empowering Students in Self-Access Learning Conference (ESSALC)

  • Student event to be held at Kanda University of International Studies, Japan on October 15, 2016 (details to follow). Conveners: Kie Yamamoto, Neil Curry and Rob Stevenson. Details on the event Facebook page.

Cover art by Curtis Edlin

Second call for papers. Special Issue on Self-Access and Young Learners.

Second call for papers. 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. Read more:

SiSAL Journal Volume 5(4). Special Issue on Self-Regulation in Foreign Language Learning

Special issue on Self-Regulation in Foreign Language Learning

Download complete issue (PDF)

Volume 5, Number 4, December 2014

Edited by Paul Collett and Kristen Sullivan

  • Editorial by Paul Collett and Kristen Sullivan [full text] [PDF]

Featured Articles

  • The Social Dimensions of Learner Autonomy and Self-Regulated Learning by Garold Murray [full text] [PDF]
  • Self-Regulation: Why is it Important for Promoting Learner Autonomy in the School Context? by Yoshiyuki Nakata [full text] [PDF]

Research Articles

  • Examining the Relationships between Self-Efficacy, Effort Regulation Strategy Use, and English Vocabulary Skills by Sakae Onoda [full text] [PDF]
  • Self-Regulation within Language Learners’ Dialogues by Ma. De Lourdes Rico-Cruz and Magdalena Ávila Pardo [full text] [PDF]

Descriptions of Practice / Works in Progress

  • Redesigning an Independent Learning Course Component: Recognizing the Role of Instructor as Guide by Caroline Hutchinson [full text] [PDF]
  • Developing Autonomous Self-Regulated Readers in an Extensive Reading Program by J. Lake and Trevor Holster [full text] [PDF]
  • Bringing Learner Self-Regulation Practices Forward by Fergus O’Dwyer and Judith Runnels [full text] [PDF]
  • Formative Assessment in University English Conversation Classes by Carla Wilson [full text] [PDF]


  • Researching Self-Regulated Learning and Foreign Language Learning by Paul Collett [full text] [PDF]
  • Reconsidering the Assessment of Self-Regulated Learning in Foreign Language Courses by Kristen Sullivan [full text] [PDF]

Conference Review

  • Understanding Self-Regulated Learning: Thoughts from Attending the Self-Regulated Learning Symposium in Shimonoseki by Katherine Thornton [full text] [PDF]

Regular Column

  • Introduction by column editor, Katherine Thornton [full text] [PDF]
  • Researching the New Room 101: “A Safe Haven” for Me to Learn by Michael Allhouse [full text] [PDF]


  • SiSAL Self-Access Stories Project: Call for Papers

SiSAL Journal is planning to publish an ongoing column entitled Language Learning Spaces: Self-Access in Action, over several issues, from June 2015 (Volume 6, Issue 2) More details here:

SiSAL Self-Access Stories project: Call for Papers

SiSAL Journal is planning to publish an ongoing column on practical experiences of establishing and running self-access centres and out-of-class learning spaces, entitled Language Learning Spaces: Self-Access in Action, over several issues, from  June 2015 (Volume 6, Issue 2).

Editor: Katherine Thornton

Information for potential contributors Continue reading

Final call: Special issue on ‘Dialogue and advising in self-access learning’

SiSAL Journal is planning to publish a special issue on dialogue and advising in self-access learning in March 2015 (Volume 6, Issue 1).

Editors: Hisako Yamashita and Jo Mynard

Information for potential contributors

In recent years the field of advising in language learning has received increasing attention as educators recognise that the best way to prepare our learners with the tools they need to be able to learn languages throughout their lives is to equip them with autonomous learning skills. Fostering learner autonomy can be approached within the classroom, but it is beneficial if learners can also get support in taking responsibility for their learning outside the classroom.  Self-access centres are typically places where learners can find resources in order to develop the language skills that they need, but knowing where to start when taking responsibility for their learning can be challenging. Institutions investing in self-access extend such investments to providing specialist learning advisors to support learners as they direct their own learning outside of class. In order to ensure that learners are being provided with appropriate support, it is important that we research our practices and learn more about how to best support our learners.

SiSAL Journal is planning to publish a special issue on dialogue and advising in self-access learning in March 2015 (Volume 6, Issue 1). The editors invite submissions from colleagues who are involved in some way in advising language learners. The papers can be research papers, theoretical papers, and/or practical papers. Themes may include (but are not restricted to):

  1. Advising practices
  2. Advising roles
  3. Training learning advisors
  4. Dealing with emotions in advising
  5. Tools for supporting learners and advisors
  6. Promoting autonomy through advising
  7. Strategies used by learning advisors
  8. Advisor-Learner relationship
  9. Advising and institutional issues
  10. Dialogues and advising occurring at writing centres and language practice centres
  11. Peer advising dialogues

This special issue will publish the following:

  1. Full research articles of around 3,500 words
  2. Summaries and works in progress
  3. Descriptions of practice and practical applications of research on advising
  4. Perspectives (opinions and reflections)
  5. Reviews of events, academic books, articles or website resources

Submissions will follow the usual blind peer review process. Please refer to the following page for a detailed description of submission types and format:

Deadline for submissions: December 10th, 2014

Articles can be submitted via the usual channels outlined on the SiSAL Journal website: