SiSAL Journal issue 7(3)

coverpagesep2016smallVolume 7, Number 3, September 2016

A general issue edited by Jo Mynard

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Full articles

  • Self-Access Centres in South Korea: Bridging Physical and Online Spaces by Seanan Clifford (237-259) [full text] [PDF]
  • Advising in Language Learning: Confirmation Requests for Successful Advice-Giving by Yukari Rutson­-Griffiths and Mathew Porter (260-286) [full text] [PDF]

Reviews
Edited by Hisako Yamashita

  • New Scenarios in Autonomy for Foreign Language Learning: Conference Summary and Reflections by Phil Benson, Marina del Carmen Chávez Sánchez, David McLoughlin, Jo Mynard, and María de la Paz Adelia Peña Clavel (287-296) [full text] [PDF]

Language Learning Spaces: Self-Access in Action
Edited by Katherine Thornton

Part 6: Attracting users

  • Introduction: Promoting Engagement with Language Learning Spaces: How to Attract Users and Create a Community of Practice by Katherine Thornton (297-300) [full text] [PDF]
  • Increasing Attendance in a Self-Access Language Lounge by Simon Bibby, Kym Jolley, and Frances Shiobara (301-311) [full text] [PDF]
  • Extensive Reading as the First Step to Use the SALC: The Acclimation Period and a Community of Language Learners by Satomi Shibata (312-321) [full text] [PDF]
  • Promoting Independent English Language Learning within an Asian Tertiary Institution: The Lingnan Experience by Marc C. LeBane, Mariel Shilling, and Austin Harris (322-330) [full text] [PDF]

Upcoming event

  • Student conference: Empowering Students in Self-Access Learning Conference (ESSALC) on October 15th. More details.

Cover photo: Taken in the SALC at Hiroshima Bunkyo Women’s University, Japan.

Copyright © 2016 Studies in Self-Access Learning Journal, ISSN 2185-3762. Copyright held by individual authors.

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]

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Articles

  • 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]

Announcement

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

SiSAL Journal 7(1) Published

JournalcoverpageMarch2016miniVolume 7, Number 1, March 2016

Edited by Jo Mynard

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.

Regular papers

  • The Impact of Online Training on Saudi Medical Students’ Attitudes, Awareness, and Use of Language Learning Strategies in Relation to their Developing Autonomy by Sahar Alzahrani and Julie Watson (4-15) [full text] [PDF]
  • Considerations in Developing a Peer Mentoring Programme for a Self-Access Centre by Neil Curry and Satoko Watkins (16-29)  [full text] [PDF]
  • Youth and the Disruption of Power: Student-Run Conversation Workshops in a Mexican Self-Access Centre by James Simmonds (30-45)  [full text] [PDF]

Work in progress

  • Balancing Competing Needs among Stakeholders: Lessons from the Self-access Language Learning Centre (SALL) of the Chinese University of Hong Kong (Shenzhen) by Kwan-yee Sarah Ng and Yang Gu (46-55)  [full text] [PDF]

Reviews
Edited by Hisako Yamashita

  • Book Review: Assessment and Autonomy in Language Learning. Edited by Carol J. Everhard and Linda Murphy by Marilyn Lewis (56-59)  [full text] [PDF]
  • Report on the JASAL 10th Anniversary Conference, 2015 by Andrew D. Tweed (60-68)  [full text] [PDF]

Language Learning Spaces: Self-Access in Action
Edited by Katherine Thornton

Part 4: Scaffolding the Development of Learner Autonomy Through Facility-Based Initiatives

  • Introduction: Learning Space-Based Initiatives for Developing Learner Autonomy: Design And Implementation by Katherine Thornton (69-71)  [full text] [PDF]
  • Autonomous Language Learning In Self-Access Spaces: Moodle in Action by Kerstin Dofs and Moira Hobbs (72-83)  [full text] [PDF]
  • On the Road to Developing a Learning Advisory Program (LAP)by Tarık Uzun, Hatice Karaaslan, and Mümin Şen (84-95)  [full text] [PDF]
  • Implementing a Language Learning Advising Service at a Self-Access Center in Cambodia by Andrew D. Tweed (96-109)  [full text] [PDF]

Cover image: The ILC at Yildrim Beyazit University, Ankara, Turkey

Second call for papers: SiSAL Journal special issue on virtual and other learning spaces

Second call for papers. SiSAL Journal is planning to publish a special issue on virtual and other learning spaces in June 2016 (Volume 7, Issue 2). DEADLINE FOR SUBMISSIONS: January 15th, 2016.

Editors of the special issue: Curtis Edlin and Jo Mynard

Information for potential contributors

Learning environments have been long studied in classroom contexts, and we know that environmental factors play a role in students’ learning: temperature, space, seating arrangement and types of seating, flexibility of layout, and orientation all play a role in influencing activity and learning in classroom contexts. Though one might expect that environmental factors influence activity and learning to an even greater degree outside the classroom with no teacher to mediate activity, the topic has received little treatment to date. Fortunately, over the past few years there has been growing interest in space design for autonomous language learning. For example, the theme of an AILA RenLA symposium at the World Congress in Brisbane in 2014 convened by Terry Lamb and Garold Murray was ‘space, place and autonomy in language learning and teaching’.

In this special issue, the editors would like to explore aspects of both physical and virtual spaces that influence activities and learning within them. The editors invite submissions from colleagues who are interested in the use of space and design to support self-access learning. The papers can be research papers, theoretical papers, and/or practical papers. Themes may include (but are not restricted to):

  1. Space design principles for supporting language learners in self-access settings.
  2. Online space design and e-learning for language learners.
  3. The role of social spaces in language learning.
  4. Metaphorical spaces in learning (such as Vygotsky’s zone of proximal development – ZPD, or Murphey’s zones of proximal adjusting – ZPA (Murphey, 1996; 2013).
  5. Other topics related to space, place, or learning environments in self access learning learning (please check with us first).

This special issue will publish the following:

  1. Research papers (around 4000 words)
  2. Summaries and works in progress (around 2000 words)
  3. Descriptions of practice and practical applications based on research (up to 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:

https://sisaljournal.org/for-authors/submission-guidelines/

Deadline for submissions: January 15th, 2016

Articles can be submitted via the usual channels outlined on the SiSAL Journal website: https://sisaljournal.org/

References

Murphey T. (1996). Proactive adjusting to the zone of proximal development: Learner and teacher strategies. Paper presented at the 2nd Conference for Socio-Cultural Research Vygotsky and Piaget; Geneva, Switzerland: September 1996, Psychological Sciences Research Institute: Geneva, Switzerland.

Murphey, T. (2013). Adapting ways for meaningful action: ZPDs and ZPAs. In J. Arnold & T. Murphey (Eds.), Meaningful action: Earl Stevick’s influence on language teaching (pp. 172-189). Cambridge, UK: Cambridge University Press.

SiSAL Journal 6(4). Special Issue on Young Learners and Self-Access

Special Issue on Young Learners and Self-Access
Edited by Annamaria Pinter, Robert J. Werner and Jo Mynard

  • Self-Access and Young Learners: Introduction to the Special Issue by Jo Mynard, Annamaria Pinter, and Robert J. Werner [full text] [PDF]

Articles

  • ‘After Mom Gets Some Books, Then I’ll Make a Selection’: A 5-Year-Old ELL’s Decision-Making in the Book-Related Home Playby Heeyang Park  [full text] [PDF]
  • About a Boy: A Gamer and L2 English Speaker Coming into Being by Use of Self-Access by Pia Sundqvist [full text][PDF]
  • L2 Motivation and Young Self-Instructed Learners’ Persistence in Learning English: A Causal Analysis by Chika Takahashi  [full text] [PDF]
  • An Example of Classroom Practice Using Flashcards for Young Learners: Preliminary Indications for Promoting Autonomy by Feng Teng and Fang He  [full text] [PDF]
  • Self-Access and Metacognitive Awareness in Young Learners:How Japanese Sixth Graders Learn How to Learn English by Robert J. Werner and Yu Kobayashi  [full text] [PDF]

Work in Progress

  • Sea Change in Library Use by Ian Adkins and Devin Unwin  [full text] [PDF]

Book Reviews
Edited by Hisako Yamashita

  • ‘Teaching Young Learners To Think’ by Herbert Puchta and Marion Williams. Reviewed by Duncan Jamieson  [full text] [PDF]
  • ‘Stories and Storyline’ by Sharon Ahlquist and Réka Lugossy.Reviewed by Nena Nikolic-Hosonaka  [full text] [PDF]

Language Learning Spaces Part 3: Developing Effective Student Staff Training Programmes
Edited by Katherine Thornton

  • Introduction: Supporting Student Staff Through Effective Training by Katherine Thornton  [full text] [PDF]
  • Peer-led Discussion Groups in Foreign Languages: Training International Students to Become Peer-Facilitators by Catherine Jeanneau and Stéphanie O’Riordan  [full text] [PDF]
  • Effective Training for SALC Student Staff: Principles Borne from Experience by Ashley R. Moore and Misato Tachibana  [full text] [PDF]
  • Training Student Workers in a Social Learning Space by Naomi Fujishima [full text] [PDF]

Announcements

  • Upcoming Special Issue: Second call for papers

Special Issue on Virtual and other learning spaces, June, 2016 (Volume 7, Issue 2) edited by Curtis Edlin and Jo Mynard. DEADLINE FOR SUBMISSIONS: January 15th, 2016. More details…

Cover photo by Andy Lind

Call for papers: SiSAL Journal special issue on virtual and other learning spaces

Call for papers. SiSAL Journal is planning to publish a special issue on virtual and other learning spaces in June 2016 (Volume 7, Issue 2). DEADLINE FOR SUBMISSIONS: January 15th, 2016.

Editors of the special issue: Curtis Edlin and Jo Mynard

Information for potential contributors

Learning environments have been long studied in classroom contexts, and we know that environmental factors play a role in students’ learning: temperature, space, seating arrangement and types of seating, flexibility of layout, and orientation all play a role in influencing activity and learning in classroom contexts. Though one might expect that environmental factors influence activity and learning to an even greater degree outside the classroom with no teacher to mediate activity, the topic has received little treatment to date. Fortunately, over the past few years there has been growing interest in space design for autonomous language learning. For example, the theme of an AILA RenLA symposium at the World Congress in Brisbane in 2014 convened by Terry Lamb and Garold Murray was ‘space, place and autonomy in language learning and teaching’.

In this special issue, the editors would like to explore aspects of both physical and virtual spaces that influence activities and learning within them. The editors invite submissions from colleagues who are interested in the use of space and design to support self-access learning. The papers can be research papers, theoretical papers, and/or practical papers. Themes may include (but are not restricted to):

  1. Space design principles for supporting language learners in self-access settings.
  2. Online space design and e-learning for language learners.
  3. The role of social spaces in language learning.
  4. Metaphorical spaces in learning (such as Vygotsky’s zone of proximal development – ZPD, or Murphey’s zones of proximal adjusting – ZPA (Murphey, 1996; 2013).
  5. Other topics related to space, place, or learning environments in self access learning learning (please check with us first).

This special issue will publish the following:

  1. Research papers (around 4000 words)
  2. Summaries and works in progress (around 2000 words)
  3. Descriptions of practice and practical applications based on research (up to 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:

https://sisaljournal.org/for-authors/submission-guidelines/

Deadline for submissions: January 15th, 2016

Articles can be submitted via the usual channels outlined on the SiSAL Journal website: https://sisaljournal.org/

References

Murphey T. (1996). Proactive adjusting to the zone of proximal development: Learner and teacher strategies. Paper presented at the 2nd Conference for Socio-Cultural Research Vygotsky and Piaget; Geneva, Switzerland: September 1996, Psychological Sciences Research Institute: Geneva, Switzerland.

Murphey, T. (2013). Adapting ways for meaningful action: ZPDs and ZPAs. In J. Arnold & T. Murphey (Eds.), Meaningful action: Earl Stevick’s influence on language teaching (pp. 172-189). Cambridge, UK: Cambridge University Press.

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: https://sisaljournal.org/for-authors/call-younglearners/