Tag Archives: writing

Reminder. Call for papers: Special issue on self-access and self-directed learning in Europe

Posted on January 8, 2024 | Leave a comment

There will be a special issue of SiSAL Journal on the topic of self-access and self-directed learning in Europe. We encourage colleagues working in the region to submit a manuscript. The special issue will be published in June 2024 and will be edited by David McLoughlin, Jo Mynard, and Elena Borsetto.

Deadline for submission of full papers: 20th April 2024.

Blind review and editing: April and May 2024.

Publication: June 2024.

Details

This special issue will contain papers that explore and discuss conceptual or empirical research, approaches to practice, and overviews of services, courses, and programs in Europe. Papers will specifically deal with self-access / out-of-class learning and/or self-directed language learning in Europe. We welcome articles in the following categories:

  • Research / academic articles based in Europe (around 6000 words)
  • Ethnographies (5000 to 6000 words)
  • Applications to practice in Europe (around 4000 words)
  • Summaries / work in progress (2000 – 3000 words)
  • Reviews of resources and events in Europe (2000 – 3000 words)

Manuscript preparation and submission instructions

When preparing your manuscript, please use British English or American English (be consistent) and follow APA 7 style guidelines. Please anonymize your manuscript before submission. Please format your paper following the guidelines on this sample formatted paper. Papers should be submitted via Scholastica. Indicate that the submission is for the June 2024 special issue.

Submit to Studies in Self-Access Learning Journal

Please refer to the general submission guidelines for more information. For questions about submissions, please contact the editor: editor@sisaljournal.org

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Published: Volume 14, Number 4, December 2023

Posted on December 20, 2023 | Leave a comment

Volume 14, Number 4, December 2023

Edited by Jo Mynard

Contents

Articles

  • Exploring the Effects of Digital Storytelling in Omani EFL Students’ Self-Directed Learning, Motivation, and Vocabulary Improvements by Ali Al Ghaithi, Behnam Behforouz, and Abdullah Khalid Al Balushi (415–437) [Full text] [PDF]
  • Student Perceptions on the Use of Language Advising as a Complement to the Flipped Classroom by Danica Anna D. Guban-Caisido (438–455) [Full text] [PDF]
  • The Impact of the FlipGrid Application Within the Genre-Based Framework on Students’ Writing Skills and Self-Regulation of Learning Awareness byRoderick Julian Robillos (456–475) [Full text] [PDF]

Ethnographies of Self-Access Column

  • Familiarity and Self-Perceived Competence to Communicate in a Second Language by Leoncio P. Olobia (476–488) [Full text] [PDF]

Reviews (Edited by Hisako Yamashita)

  • Fostering Self-Assessment in English Learning with a Generative AI Platform: A Case of Quizizz AI byKiki Juli Anggoro and Damar Isti Pratiwi (489–501) [Full text] [PDF]
  • An Overview of Web Assisted Learning and Teaching of Tamil (WALTT) at the Penn Language Center by D. Maheswari(502–508) [Full text] [PDF]
  • Book Review: Self-regulated Learning and Second Language Writing, Springer 2022 by Candradewi Wahyu Anggraeni, Januarius Mujiyanto, Katharina Rustipa, and Widhiyanto Widhiyanto (509–514) [Full text] [PDF]

Cover image by Jo Mynard: Freie Universität, Berlin, Germany

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