Volume 17, Number 2, June 2026
General Issue
Edited by Jo Mynard and Dominique Vola Ambinintsoa
Contents
- Introduction by Jo Mynard and Dominique Vola Ambinintsoa (157–161) [Full text]
Articles
- Repositioning Individual Habitus and Learner Strategies in Language Learning and Acquisition: The SRIG Model by Mohammad Alnufaie (161–183) [Full text]
- Character, Motivation, Interest, and Attitudes as Predictors of EFL Writing Proficiency in Eighth-Grade Students by St. Asriati Am, Nurdevi bte Abdul, Nunung Anugrawati, Herlina Daddi, Dwi Santoso, and St. Asmayanti Am (184–202) [Full text]
- Navigating Interpretive Uncertainty in AI-Assisted Self-Access Japanese Writing by Anh Nguyen Thi Lan, Cuc Pham Thi Thu, and Lien Nguyen Thi Phuong (203–217) [Full text]
- Negotiating Autonomy and Support: A Case Study of Self-Access Student Staff in Japan by Daniel Hooper, Sam Reid, Yuki Namiki, and Yusuke Kon (218–246) [Full text]
Reviews
- Getting Started With Self-Determination Theory in Language Education: Reflections on the 16th RILAE LAb Session by Dominique Vola Ambinintsoa and Jo Mynard (247–254) [Full text]
- Wayground Slides AI and Self-Regulated Learning in Flipped EFL Classrooms by Kiki Juli Anggoro (255–267) [Full text]
Special Issue: Call for Papers
- Papers invited for a special issue of SiSAL Journal (December 2026) edited by Andrew D. Tweed and Bryan Buschner: Navigating Constraints in Self-Access Language Learning [deadline extended to August 1st]
Cover design by Noriko Takasago
Cover photo: Kanda University of International Studies
SiSAL Journal 