March, 2019

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Volume 10, Number 1, March 2019

Special Issue: Papers from the Third Psychology of Language Learning Conference

Edited by David Mcloughlin and Jo Mynard

Complete PDF


  • Introduction to the Special Issue: Papers from the Third Psychology of Language Learning Conference by David McLoughlin and Jo Mynard (1-4) [full text] [PDF]

Research Papers

  • Motivational Dynamics in Language Advising Sessions: A Case Study by Eduardo Castro (5-20) [full text] [PDF]
  • Primary Teachers’ Experiences in Preparing to Teach Irish: Views on Language Proficiency and Promoting the Language by Claire M. Dunne (21-43) [full text] [PDF]
  • Chinese Language Learner Motivation: Vision, Socialization and Progression by Junqing Jia (44-60) [full text] [PDF]
  • A Pedagogical Attempt to Promote Japanese College EFL Learners’ Self-Growth by Masao Kanaoka (61-78) [full text] [PDF]
  • Longitudinal Trajectories of Emotions in Four Dimensions Through Language Advisory Sessions by Ryo Moriya (79-110) [full text] [PDF]

Work in Progress

  • Exploring Third-Age Foreign Language Learning from the Well-being Perspective: Work in Progress by Dorota Matsumoto (111-116) [full text] [PDF]
  • Exploring Facilitative and Debilitative Spaces: A Shift in Focus from Classrooms to Learning Systems by Nathan Thomas (117-125) [full text] [PDF]


  • Conference Review of Psychology of Language Learning 3, Waseda University, Tokyo, Japan (June 7-10, 2018) by Greg Rouault and Colin Skeates (126-134) [full text] [PDF]

 Upcoming Events

  • The International Association for Psychology of Language Learning (IAPLL), 4th International Conference June 24-28, 2020, Cape Breton University, Sydney, Nova Scotia in Canada.


Cover photo by Jo Mynard taken at PLL3, Tokyo, Japan. June, 2018.


Volume 9, Number 4, December 2018

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Volume 9, Number 4, December 2018

Edited by Diego Mideros and Jo Mynard



  • Introduction by Jo Mynard and Diego Mideros (413-414) [Full text] [PDF]
  • Becoming a Language Learning Advisor: Insights From a Training Program in Brazil by Walkyria Magno e Silva and Eduardo Castro (415-424) [Full text] [PDF]
  • Comparative Analysis of Writing Strategies and Performance in a Saudi University by Miriam Alkubaidi (425-443) [Full text] [PDF]

Reviews (edited by Hisako Yamashita)

  • Learners About Learning’ Student Conference Review by Agnes Patko, Ann Flanagan, and Katherine Thornton (444-447) [Full text] [PDF]
  • Review of the Independent Learning Association 2018 Conference by Elizabeth Schlingman (448-455) [Full text] [PDF]

Upcoming Events

  • Supporting Educators in Developing Language Learner Autonomy. IATEFL Learner Autonomy Special Interest Group event. April 1, 2019. Liverpool, UK. Read more…
  • Independence & Interdependence: The Asian Conference on Language Learning (ACLL2019), May 16-18, 2019. Tokyo, Japan. Read more…

Cover photo by Benjamin Snyder taken at SILC, Sojo University, Kumamoto, Japan

Copyright © 2018 Studies in Self-Access Learning Journal, ISSN 2185-3762. Copyright held by individual authors.

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:

December, 2017

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Volume 8, Number 4, December 2017 

Edited by Kevin Knight, Jo Mynard and Erin Okamoto

Download complete issue [PDF] [ISSUU]


  • Introduction: Supporting Leadership and Academic Development in a SALC by Kevin Knight, Jo Mynard and Erin Okamoto (291-293) [full text] [PDF]


  • Conceptualizing Leadership Development in the KUIS SALC by Kevin Knight (294-304) [full text] [PDF]
  • Using Social Networks to Promote Collaboration and Leadership in Foreign Language Learning by Micòl Beseghi (305-322) [full text] [PDF]

Academic Support

  • The Evolution of a SAL Desk: From Academic Writing to Language Support by Shawn Andersson and Maho Nakahashi (323-333) [full text] [PDF]
  • What Constitutes Effective Tutoring on Scripts and Oral Presentations? by Diletta Fabiani and Marta Soler Alemany (334-353) [full text] [PDF]
  • Principles of my TOEIC Test-Prep Workshops and Self-Access Online Materials for TOEIC Preparation by Atsumi Yamaguchi (354-357) [full text] [PDF]

  Reviews (Edited by Hisako Yamashita)

  • Learning Japanese: Voices of Experience by Belinda Kennett and Yuriko Nagao reviewed by Michael Lin (358-361) [full text] [PDF]
  • Language Learner Autonomy: Theory, Practice and Research by David Little, Leni Dam and Lienhard Legenhausen reviewed by Jo Mynard (362-370) [full text] [PDF]

 Upcoming Events

  • Asian Conference on Language Learning (ACLL), Kobe, Japan. April 27-29, 2018.
  • Psychology of Language Learning Conference (PLL3), Tokyo, Japan. June, 2018.
  • Independent Learning Association (ILA) Conference, Kobe, Japan. September 2018.

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

  • To be edited by Hisako Yamashita, Clair Taylor and Andy Tweed and published in June 2018. The deadline for submissions from presenters or participants is March 31st 2018.

Cover photo: Global Plaza, Meijo University, Nagoya, Japan.

June, 2017

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Special Issue: Papers from the 7th Independent Learning Association Conference in Wuhan, China, 4-7 November 2016 

Edited by Kerstin Dofs and Moira Hobbs



Introductory Papers by Guest Editors Moira Hobbs and Kerstin Dofs

  • Foreword (84-85) [full text] [PDF]
  • Opening Speech (86-87) [full text] [PDF]
  • Self-Access Centre and Autonomous Learning Management: Where Are We Now and Where Are We Going? (88-101) [full text] [PDF]

Papers by Keynote Speakers

  • The Pedagogy of Learner Autonomy: Lessons from the Classroom by Sara Cotterall (102-115) [full text] [PDF]
  • Autonomy in the Time of Complexity: Lessons from Beyond the Classroom by Garold Murray (116-134) [full text] [PDF]
  • Language Learning Beyond the Classroom: Access all Areas by Phil Benson (135-146) [full text] [PDF]

Papers by Presenters at the Symposium on Self-Access Learning

  • The Evolution and Devolution of Management and Training Needs for Self-Access Centre Staff by David Gardner (147-156) [full text] [PDF]
  • Encouraging Autonomy Through a Community of Practice: The Role of a Self-Access Centre by Maria Giovanna Tassinari (157-168) [full text] [PDF]
  • Promoting Learner Autonomy and Self-Directed Learning: The Evolution of a SALC Curriculum by Jo Mynard and Rob Stevenson (169-182) [full text] [PDFPDF]
  • Autonomy and Complexity in Social Learning Space Management  by Garold Murray (183-193) [full text] [PDF]

Press Release 

  • Interview with Jianying Du, Kerstin Dofs and Moira Hobbs on Friday, November 4th, 2016, Huazhong University of Science and Technology (HUST) by Wen Shanshan (194-198) [full text] [PDF]

Calls for papers 

Conference: The Japan Association on Self-Access Learning (JASAL) Annual Conference on 16th December, 2017 in Chiba, Japan. Deadline for submissions: September 3rd.

Special Issue of SiSAL Journal. December 2017 issue on student leadership in self-access to be edited by Kevin Knight, Jo Mynard and Erin Okamoto. Deadline for papers: September 10th.

Copyright © 2017 Studies in Self-Access Learning Journal, ISSN 2185-3762. Copyright held by individual authors.

Call for Papers: Special Issue on Student Leadership in Self-Access

Call for papers. SiSAL Journal is planning to publish a special issue on student leadership in self-access in December 2017 (Volume 8, Issue 4) edited by Kevin Knight, Jo Mynard, and Erin Okamoto. DEADLINE FOR SUBMISSIONS: September 10th, 2017.

Information for potential contributors

The editors take view that language learner autonomy and self-access learning can be applied  to other areas of students’ lives and not just the process of language learning. Equally, by engaging in leadership roles, learners take charge of not only aspects of their lives but also their language learning. Further, we believe that a Self-Access Learning center (SALC) can and does promote student leadership development. Until now the bodies of work on language learner autonomy / self-access and on student leadership have taken two separate academic paths, yet there are benefits for combining the two fields. A closer examination of the literature alongside an investigation of how leadership is conceptualized in self-access learning could shed light on our understanding of language learner autonomy. In this special issue, we hope to explore the two overlapping fields by featuring contributions from different contexts and perspectives. One such perspective may be where self-access learners are engaged in leadership roles. These roles might include students working or volunteering in a SALC, students organizing events, or students taking charge of other aspects of SALCs. Another perspective may be how self-access learning makes it possible for individual students or groups of students to achieve shared visions or create social change. A third perspective may be how self-access learners conceptualize leadership.  Finally, how do SALC leaders’ conceptualizations of  leadership and self-access learning influence SALC design and operations? Continue reading

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.