SiSAL Journal

Volume 13, Issue 4 published

Posted on January 14, 2023 | Leave a comment

Volume 13, Issue 4, December 2022

Edited by Jo Mynard

Contents

Introduction by Jo Mynard (389–391) [Full text][PDF]

Articles

Shadow Education in Hong Kong: An Insight From Local Private Tutors by Richard Ching Ho Cheng (392–408) [Full text] [PDF]
EAL Student Capability: Taking a Leap Through the Dragon’s Gate by Kerstin Dofs (409–425) [Full text] [PDF]
Processes Employed to Introduce Autonomous Learning by Secundino Isabeles Flores, María Magdalena Cass Zubiría, and Raphael Hubert Elie Sebire (426–441) [Full text] [PDF]

Reviews (edited by Hisako Yamashita)

Nearpod Slides to Enhance Students’ Self-Study by Kiki Juli Anggoro, Uswatun Khasanah, and Nicola Milnes (442–446) [Full text][PDF]

Recently Published

JALT Learner Development SIG. The Learner Development Journal, Issue 6: Learner development beyond the classroom. Edited by Isra Wongsarnpigoon, Dominique Vola Ambinintsoa, Phillip A. Bennett, & André Parsons. [LINK]

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Call for Papers. Special Issue: Online advising and consultations in self-access.

Posted on October 5, 2022 | Leave a comment

SiSAL Journal Special Issue: ‘Online advising and consultations in self-access.’

Editors: Jo Mynard and Adelia Peña Clavel

Submission deadline: December 20th 2022. Publication date: March, 2023.

In March 2023, we will publish a special issue on online advising and consultations in self-access. Online advising and consulting became the usual way to support students for extended periods during the COVID-19 pandemic when schools and campuses were closed and students were studying at home. However, some institutions had already been offering such support for many years, even before the pandemic. We are hoping to learn from our collective experiences and answer questions such as:

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Posted in Call for papers, special issue

Volume 13, Issue 3, September 2022

Posted on October 3, 2022 | Leave a comment

Volume 13, Issue 3, September 2022

Edited by Jo Mynard

Contents

Introduction by Jo Mynard (309–311) [Full text] [PDF]

Articles

Mobile-Assisted Language Learning Applications: Features and Characteristics from Users’ Perspectives by Mohammad R. Alnufaie (312–331) [Full text] [PDF]
A Critical History of Autonomous Language Learning: Exposing the Institutional and Structural Resistance Against Methodological Innovation in Language Education by Santiago Betancor-Falcon (332–346) [Full text] [PDF]
Developing Learner Autonomy and Goal-Setting Through Logbooks by Diane Raluy and Ramon Mislang (347–366) [Full text] [PDF]
Investigating the Significance of Coxhead’s Academic Word List for Self-Access Learners by Thinley Wangdi and Ringphami Shimray (367–388) [Full text] [PDF]

Research Summaries

What do Chinese Learners of English Want from a University Writing Centre? A Chinese Tertiary Student’s Views on Writing Centre Peer Tutoring by Yu Hang Kwan (389–395) [Full text] [PDF]

Upcoming events

Inclusion and Accessibility in Self-Access Language Learning. The Japan Association for Self-Access Learning National Conference. Akita International University. Saturday 22nd October, 2022. https://jasalorg.com/jasal2022/

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June 2022

Posted on July 11, 2022 | Leave a comment

Volume 13, Number 2, March 2022. Special Issue: Papers from the AILA 2021 Symposium

Edited by Kerstin Dofs and Diego Mideros

Articles

Introduction by Kerstin Dofs and Diego Mideros (177–181) [Full text] [PDF]
Complexity in Advising for Language Learning: From Theory to Practice by Maria Giovanna Tassinari (182–199)[Full text] [PDF]
A Complex Dynamic Model of Autonomy Development by Larissa Borges (200–223) [Full text] [PDF]
Concealing Identity Strategy: An Autonomous Chinese-Speaking Sojourner’s Linguistic and Social Involvements in a Religious Social Setting in The UK by Xinyang Lu, Vanessa Mar-Molinero, and Vicky Wright (224–247) [Full text] [PDF]
Teacher Roles in Promoting Out-of-Class Learning: Lessons From a Spanish for Specific Purposes Course by Diego Mideros (248–261)[Full text] [PDF]
Case Pedagogy in Initial Teacher Education: An Analysis of its Contribution to the Development of Professional Competences for Autonomy by Manuel Jiménez Raya and Borja Manzano Vázquez (262–285) [Full text] [PDF]
Autonomy, Empathy, and Transformation in Language Teacher Education: A Qualitative Study by Larissa Borges and Eduardo Castro (286–304) [Full text] [PDF]

Summaries and Reviews

Groningen 2021 by Diego Mideros and Kerstin Dofs (305–306) [Full text] [PDF]
Book Review: How to Learn Spanish: A Guide to Powerful Principles and Strategies for Successful Learning and Self-Empowerment by Maria Blanco, reviewed by Kerstin Dofs. (307–308) [Full text] [PDF]
AILA ReNLA Newsletter: AILA Congress in Groningen 2021 [PDF]

Cover image: Rijksuniversiteit Groningen (Wutsje / Wikimedia Commons / CC BY-SA 3.0)

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Posted in Published, special issue