Volume 17, Number 1, March 2026
General Issue
Edited by Jo Mynard and Dominique Vola Ambinintsoa
Contents
Articles
Self-Access Evaluation and Usage
- Navigating Constraints to Foster Self-Access Language Learning: A Constraints-Focused Approach by Bryan Buschner and Andrew D. Tweed (6–25) [full text] [PDF]
- Can Increasing Mandatory Usage of a University SALC Foster Autonomous Learning? by Steven M Lim (26–42) [full text] [PDF]
Motivation
- Understanding L2 Motivation in Self-Access Learning by Adam Crosby (43–54) [full text] [PDF]
- A Systematic Review of Factors Influencing Young Learners’ Motivation for Learning English by Mai Sri Lena and Marianne Nikolov (55–75) [full text] [PDF]
Technology-Assisted Learning
- Fostering Self-Directed Learning Through Automated Written Corrective Feedback (AWCF): Praxis and Reflection by Rozanah Katrina Herda, Lilies Youlia Friatin, Sheilla Varadhila, Elina S. Savitskaya, and Zohaib Hassan Sain (76–105) [full text] [PDF]
- Promoting Learner Autonomy in Online Vocabulary Learning Using an Interactive Response System: A Case of Quizlet by Damar Isti Pratiwi and Fadhila Yonata (106–127) [full text] [PDF]
- Technology-Assisted Self-Autonomous Listening: Improving Vocabulary Skills by Praveen Raj and Abdullah Al-Qarni (128–151) [full text] [PDF]
Book Review (Edited by Hisako Yamashita)
- Book Review: Apprentissage, Évaluation(s) et Autonomisation, l’Enseignement des Langues à l’Université by Emily A. Marzin (152–156) [full text] [PDF]
Calls for Papers and Webinar Contributions
- Special issue of SiSAL Journal (December 2026) edited by Andrew D. Tweed and Bryan Buschner: Navigating Constraints in Self-Access Language Learning [More details]
- Webinar contributions invited on learner autonomy and teacher autonomy by AILA RenLA (International Association of Applied Linguistics Research Network for Learner Autonomy) [Submission form]
Cover design by Noriko Takasago; Photo from Kanda University of International Studies, Chiba, Japan
SiSAL Journal 