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EFL Students’ Independent Learning With Pear Deck Interactive Slides Studies in Self-Access Learning Journal Pub Date : 2022-03-29 Kiki J. Anggoro,Uswatun Khasanah
This paper introduces the implementation of Pear Deck to provide a self-learning platform for students. As online classes have become common due to the COVID 19 pandemic, teachers have been using additional tools to support students’ independent language learning. Among others, Pear Deck is superior as it allows students to access interactive slides at their own pace. This paper gives details about
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Launching a Tutoring System Within a Restructured Self-Access Language Learning Center in Japan Amidst a Pandemic Studies in Self-Access Learning Journal Pub Date : 2022-03-29 Viorel Ristea
This paper examines the inaugural year of a rebranded and restructured self-access learning center (SALC), launched at a provincial university in Japan towards the beginning of the COVID-19 pandemic, with a focus on implementing, promoting, and managing a tutoring system, both online and face-to-face, while facing the challenges and limitations imposed by the pandemic. Even though the pandemic has
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“Our Voices Matter”: The Learner Profile of UTech, Jamaica Students and Implications for a Virtual Self-Access Learning Centre Studies in Self-Access Learning Journal Pub Date : 2022-03-29 Daidrah Telfer,Michelle Stewart-McKoy,Tashieka Burris-Melville,Maribel Alao
Since the establishment of the Self-Access Learning Centre (SALC) at the University of Technology, Jamaica (UTech, Ja.), students, particularly those enrolled in academic writing modules, have been utilising it to improve their communicative competence. However, the centre has recently encountered various challenges, chief among which are the lack of resources and restricted access to students, pushing
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Self-Regulation in an Advanced Language Learner: A Case Study of Language Learning Strategies Studies in Self-Access Learning Journal Pub Date : 2022-03-29 Guy Redmer
In response to questions about language learning strategies as a field of inquiry, Oxford’s (2011) Strategic Self-Regulation (S2R) Model conceptualizes strategies within the larger frame of self-regulation. While there is existing literature on language learner self-regulation, this study uniquely explores the language learning strategies of an advanced learner through the lens of Strategic Self-Regulation
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University Students’ Autonomous Learning Behaviors in Three Different Modes of ICT-Based Instruction in the COVID-19 Era: A Case Study of Lockdown Learning Studies in Self-Access Learning Journal Pub Date : 2022-03-29 Mátyás Bánhegyi,Balázs Fajt
This paper explores Hungarian university students’ autonomous learning behaviors during the first wave of the COVID-19 pandemic in Hungary (March-June 2020). A self-developed questionnaire was used to explore some aspects of learner autonomy relying on the action-oriented dimensions of Tassinari’s (2015) dynamic model of learner autonomy. The present paper aimed to investigate how university students
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Book Review: The Handbook of Informal Language Learning Edited by Mark Dressman and Randall William Sadler, Wiley-Blackwell 2020 Studies in Self-Access Learning Journal Pub Date : 2022-03-29 Abd Rahman,Suharmoko
The informal language learning environment has been noted as one of the requirements of foreign/ second language learning success. Based on the current theory and empirical studies addressed in this book, this review provides a brief history and position of informal language learning within the field of EFL/ ESL. The review also examines the strength and limitations of this volume.
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Exploring Student Perceptions of Self-Access Learning for Active Learning: A Case Study Studies in Self-Access Learning Journal Pub Date : 2022-03-29 Stuart D. Warrington
Despite much being written about self-access learning and active learning, both still remain definitionally evasive concepts. How both are conceptualised is very often dependent upon how they are interpreted within the context they are implemented in. Hence, making sense of the relationship between self-access learning and active learning poses a problem, especially considering the dearth of literature
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JASAL Online Student Conference 2021 From an Overseas Perspective Studies in Self-Access Learning Journal Pub Date : 2022-03-29 Denisse Alejandra Vargas Montiel
This paper reports on the insights gained during the 5th Japan Association for Self-Access Learning (JASAL) conference for students and the similarities shared by self-access centers (SACs) worldwide. A group of students from 13 universities shared their experiences, ideas, and the current issues faced by their SACs with the aim of, collaboratively, finding a solution to make them available to more
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Reframing Self-Access: Reviewing the Literature and Updating a Mission Statement for a New Era Studies in Self-Access Learning Journal Pub Date : 2022-03-29 Jo Mynard,Dominique Vola Ambinintsoa Razafindratsimba,Phillip A. Bennett,Eduardo Castro,Neil Curry,Huw Davies,Yuri Imamura,Satoko Kato,Scott J. Shelton-Strong,Robert Stevenson,Haruka Ubukata,Satoko Watkins,Isra Wongsarnpigoon,Amelia Yarwood
This paper documents part of the process of preparing to fully reopen the physical Self-Access Learning Center (SALC) in a university in Japan after being somewhat interrupted during two years of the COVID-19 pandemic. Self-access is becoming increasingly complex, multi-faceted and multi-disciplinary and it is necessary to revisit SALC mission statements periodically, particularly after major events
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The Effects and Implications of a Peer-Led Small Group Advising Scheme: A Case Study Studies in Self-Access Learning Journal Pub Date : 2021-12-24 Stephanie Howard,Gökçe Arslan,Hamid Suluova
The present case study aims to investigate the effects and implications of a semi-structured, small group advising scheme led by a peer advisor (PA) who graduated from a previously offered scheme. The scheme involves a seven-unit Personalized Learning Module (PLM) that simultaneously combines four key points: (1) reflecting, (2) mindset training, (3) personal motivation and success, and (4) teaching
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Writing Classes with Writeabout.com: Learning Mode, Feedback, and Collaboration Studies in Self-Access Learning Journal Pub Date : 2021-12-24 Benjamin Panmei,Budi Waluyo
This review seeks to provide an alternative online platform for running an online writing class inside and outside the classroom. It focuses on Writeabout.com, which enables the integration of different modes of instruction, types of feedback, and collaborative activities that are necessary for providing an effective writing class. Its features allow teachers to create virtual classes and add students
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Comparing Japanese and US Language Spaces: A Case Study Studies in Self-Access Learning Journal Pub Date : 2021-12-24 Elizabeth Lavolette,Matthew Claflin
Language spaces worldwide have much in common. However, we believe that there is a meaningful difference between spaces that are considered “language centers” in the US (USLCs) and “self-access language centers” (SALCs) in Japan. These differences provide an opportunity for practitioners and scholars involved in language spaces to learn from each other. In the current article, we investigated the Global
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“The SALC is mine!”: Supporting the Development of Learner Agency and Reconfiguration of Language Learning Environments Beyond the Classroom Studies in Self-Access Learning Journal Pub Date : 2021-12-24 Mayumi Kashiwa
This study explores the process of how a learner recognises the value of a Self-Access Learning Center (SALC) and takes charge of her own learning through self-reflection of her language learning environments beyond the classroom as well as her ideal future self-image as a motivational factor. A university student who majors in English drew a mind map as a tool to reflect on her learning activities
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Reflections on the 7th RILAE LAb Session Studies in Self-Access Learning Journal Pub Date : 2021-12-24 Amelia Yarwood
This paper reports on the 7th LAb Session hosted online by the Research Institute for Learner Autonomy Education (RILAE) on December 3rd, 2021. This LAb session featured 19 presenters, including three invited speakers, from 8 different countries to explore the concepts of autonomy and learner agency. The presenters shared short summaries of research, theoretical conceptualisations and descriptions
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Through an English Teacher’s Eyes: Self-Directed Learning and Advising in Language Education E-Conference Studies in Self-Access Learning Journal Pub Date : 2021-09-01 Ezgi Celik Uzun
In this review, I aim to convey my ideas on the Self-Directed and Advising in Language Education Conference from an English teacher’s point of view. I watched both plenary sessions and some of the concurrent sessions in which I learned a lot. I will briefly mention the topics in the plenary sessions and concurrent sessions, my related ideas, and the implications I drew. I attended the conference as
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A Review of The Plenary Talks on Advising and Self-Directed Learning: Two Important Systems for Learner Autonomy Studies in Self-Access Learning Journal Pub Date : 2021-09-01 Neslihan Atcan Altan
This paper presents a review of the plenary talks at the Self-Directed Learning and Advising in Language Education Conference, one primarily on advising by Jo Mynard of Kanda University of International Studies and the other on self-directed learning by Lawrie Moore-Walter and Christian Ludwig of IATEFL Learner Autonomy Special Interest Group. It offers a brief overview of both sessions as well as
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Mirror, Mirror on the Wall, Who is the Most Autonomous of Them All? Studies in Self-Access Learning Journal Pub Date : 2021-09-01 Ebru Sınar Okutucu
Learner Autonomy is a key element in the field of education, and the number of academic studies in the field has considerably increased recently. Educators have also attached importance to classroom implementations to raise their learners’ autonomy over time. In this classroom action research study at a university in Turkey, I aimed to present the findings to this question: What is my learners’ level
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The Digitalization of Self-Access and Advising Services in Times of a Global Pandemic Studies in Self-Access Learning Journal Pub Date : 2021-09-01 Tarik Uzun,Gamze Guven-Yalcin
The global pandemic forced educational institutions worldwide to adapt to a new, fully online concept of education and a rapid digitalization to keep providing their services to learners. This paper reports on the digitalization process of the Independent Learning Center (ILC) and the Learning Advisory Program (LAP) unit at Ankara Yildirim Beyazit University (AYBU), Turkey. The interrelated digitalization
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Analyzing Advising Sessions for Rapport-Building Discursive Elements Studies in Self-Access Learning Journal Pub Date : 2021-09-01 Aslıhan Tuğçe Güler
This study investigates the bond between the learning advisors and advisees that is presumed to be established by building rapport in the very first advising session through the use of intentional reflective dialogues. Applying basic advising strategies with the assistance of a structured dialogue eases the process of building rapport between the learning advisors and learners. Investigating this bond
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Practical Ideas on Developing Learner Autonomy for Young Learners Studies in Self-Access Learning Journal Pub Date : 2021-09-01 Senem Üstün Kaya,İnci Keçik,
The aim of this study is to present a lesson and sample materials to provide language teachers with opportunities to enhance and maintain learner autonomy for young learners in English language teaching classes. To this end, a traditional short story for children was chosen, and activities were created to help young learners develop a deeper sense of language awareness as well as encourage them to
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The Learning Advisory Program Club Events and Well-Being: Regular Clubbers’ Reflections on Their Experiences Studies in Self-Access Learning Journal Pub Date : 2021-09-01 Gamze Guven-Yalcin
From a sociocultural perspective of autonomy, it is vital that learners can access information, identify their values, know themselves, and manage their cognitive and affective states in their learning environment, and voice their opinions within their community of practice. To provide its learners with autonomy-supportive and structured environments within its specific context, the Learning Advisory
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Perceptions of English Language Instructors on the Effectiveness of Learning Advisory Training Programme (LATP) Studies in Self-Access Learning Journal Pub Date : 2021-09-01 Hülya Şen,Mümin Şen
Advising in language learning (ALL) can be defined as “the process of helping someone become an effective, aware, and reflective language learner” (Kato & Mynard, 2016, p. 1). In order to promote learner autonomy, a learning advisor conducts an intentionally structured reflective dialogue, the purpose of which is to engage the learner in reflective processes so that the learner can reach a deeper sense
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Landmarks in Self-Access: A Summary of the 6th RILAE LAb Session Studies in Self-Access Learning Journal Pub Date : 2021-07-01 Jo Mynard,Dominique Vola Ambinintsoa,Ena Hollinshead,Ward Peeters
The field of self-access has spanned 50 years, and in this report, the authors give a brief overview of a recent event organized by the Research Institute for Learner Autonomy Education (RILAE) with the theme of ‘Landmarks in self-access’. The authors also make reference to some landmark and recent publications in learner autonomy and self-access that have influenced the field.
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Can Learning Objects Help Student-Teachers Become Self-Regulated Learners? Studies in Self-Access Learning Journal Pub Date : 2021-07-01 Natanael Delgado Alvarado
This paper describes how an original resource set of learning objects was developed to foster learning to learn (Gargallo Lopez et al., 2020) among student-teachers and how these interactive online materials are planned to be effectively incorporated into an intervention. Such implementation follows an innovative pedagogical framework based on a sociocognitive view of self-regulated learning (SRL)
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Student, Faculty, and Graduate Teaching Assistant Perceptions of Support Provided by a Graduate Student Writing Centre Studies in Self-Access Learning Journal Pub Date : 2021-07-01 Victoria Handford,Joe Dobson,Yuhang Liu
The purpose of this mixed-methods study was to identify key factors in a discipline-specific, self-access graduate writing centre that both contribute to student success and that indicate needed improvements. The centre is located in a graduate education program at a university in Canada. Findings indicate the centre contributes to student success most directly by helping students improve their writing
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Review of the March 14, 2021 – Learning Advisor Education Program: Graduation Symposium Studies in Self-Access Learning Journal Pub Date : 2021-03-31 Ross Sampson
This article reviews the first learning advisor education program graduation symposium which was held online on March 14, 2021. The purpose of the symposium was to celebrate the first cohort of graduates from the program and also celebrate participants who graduated as advisor educators. The event featured six speakers from five countries who are leaders in the field of advising. This review will begin
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Group Dynamics and Resilience in the Process of L2 Socialization: A Longitudinal Case Study of Japanese University Students Visiting an English Lounge Studies in Self-Access Learning Journal Pub Date : 2021-03-31 Akiko Kiyota
This paper documents the socialization process of beginner-level Japanese university students into an on-campus English lounge over a year. Although initially feeling highly stressed, ten out of 37 students successfully continued their bi-weekly visits to the English lounge over a full academic year by going there as a small group of three to four students. Although the visits were originally encouraged
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Embracing Change and Discovering Affordances in the Time of COVID: Report on the Japan Association for Self-Access Learning (JASAL) Conference, 2020 Studies in Self-Access Learning Journal Pub Date : 2021-03-31 Jason R. Walters
The Japan Association for Self-Access Learning (JASAL) held its 15th annual conference event on the 5th of December, 2020. Due to the unprecedented COVID-19 pandemic, the event was conducted online via the Zoom teleconferencing application, marking JASAL’s first “virtual conference” and requiring an impressive feat of innovation from organizers. The conference, attended by more than 50 participants
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‘Learning This Way Is Like Piecing a Puzzle Together’: Bringing My Autoethnography as a Self-Directed Learner of French to a Conclusion Studies in Self-Access Learning Journal Pub Date : 2021-03-31 Robert J. Werner
This is the fourth and final part of an autoethnography about how I tried to enrich my vocabulary and improve my listening skills through French language songs. I made a learning plan and followed the same Study Use Review Evaluate (SURE) learning cycle as my students in a self-directed English course at a university in Japan, over a period of six weeks. Throughout the project and in the course of
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Fostering Group Autonomy Through Collaborative Learning in an Online Environment Studies in Self-Access Learning Journal Pub Date : 2021-03-31 Qunyan Maggie Zhong
Learner autonomy is recognised as being associated with effective and successful learning. Whilst significant scholarship has focused on individual learner autonomy, a review of the literature indicates that the interdependence and social dimension of learner autonomy are largely under-researched. The primary objective of this study is to examine how learners engaged in a collaborative inquiry outside
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Building Language Skills and Social Networks in an Advanced Conversation Club: English Practice in Lecce Studies in Self-Access Learning Journal Pub Date : 2021-03-31 Anne Schiller
Opportunities for intermediate and advanced self-access language learners to increase English proficiency are fewer in some Italian regions than others. In Lecce, Puglia, a province in the country’s farthest southern reaches, the informal conversation club “English Practice in Lecce” (EPiL) offers one solution. Established nearly a decade ago, EPiL is a lively social learning space that continues to
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Accessing the Creative Self: Encouraging Innovative L2 Expression Within a Japanese Business University Self-Access Center Studies in Self-Access Learning Journal Pub Date : 2021-03-31 Sara B. Ferguson
Examining how creativity functions in regards to Japanese students’ English acquisition is a growing field of research. This descriptive practice article outlines the integration of a pioneering framework for creative expression within the Self-Access Center (SAC) of a private Japanese business university. The author provides an argument for the practical application of scaffolded, theory-based learning
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Incorporating Advising Strategies into One-to-One Tutoring: Effects on the Awareness Towards Vocabulary Learning Studies in Self-Access Learning Journal Pub Date : 2021-03-31 Doğuş Aydın,Birsen Tütüniş
Language advising helps a language learner discover different ways of learning and enables him/her to make decisions for better learning. This paper reports on an inquiry conducted with one English language learner who had difficulty with vocabulary acquisition which led to a perceived lack of progress in learning. The main purpose of the research was to observe and interpret the experience of the
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Review of Review of ‘The secret agent’s language challenges’ app Studies in Self-Access Learning Journal Pub Date : 2020-12-28 Judith Buendgens-Kosten
This is a review of a language learning app - The Secret Agent’s Language Challenges which combines (tongue-in-cheek) agent training and language learning in one mobile application. The author describes the benefits along with the strengths and weaknesses of the app.
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‘Trusting the Process’: Part Three of My Autoethnography as a Self-Directed Learner of French Studies in Self-Access Learning Journal Pub Date : 2020-12-28 Robert Werner
This is the third part of an autoethnography about trying to enrich my vocabulary and improve my listening skills as a self-directed learner through French language songs. I followed the same Study Use Review Evaluate (SURE) learning cycle as my students in a self-directed English class at a university in Japan, and my work occurred at the same time as theirs, over a period of six weeks. Throughout
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Modes of Identification Within a Language Learner-Led Community of Practice Studies in Self-Access Learning Journal Pub Date : 2020-12-28 Daniel Hooper
Although the importance of communities for social learning within self-access centers has been recognized over the last decade, there has yet been little research exploring student-managed communities in a self-access learning center (SALC). This short pilot study investigates the ways in which members identify with the community of practice (Wenger, 1998) of a student-led learning community within
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Technological and Pedagogical Considerations in Supporting Electronic Self-Access Language Learning (e-SALL): In-Person Learning Practice in the Time of Crisis Studies in Self-Access Learning Journal Pub Date : 2020-09-01 Ismail Anas,Farida Amansyah,Andi Musdariah,Irmawati
The COVID-19 pandemic outbreak has brought a significant impact on the in-person learning access to the on-campus Self-Access Center (SAC). Therefore, there is a need for an electronic Self-Access Language Learning (e-SALL) innovation to address the newly emerging issues in the field. This perspectives article suggests several ways of facilitating self-access learning using web-based technologies.
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Review of JASAL Online Student Forum 2020 and a Reflection Studies in Self-Access Learning Journal Pub Date : 2020-09-01 Naoki Tashiro
This short report is a review of and my reflections on the Japan Association for Self-Access Learning (JASAL) online student forum which was held on Saturday, July 4, 2020 on Zoom. The conference was held online due to COVID-19. I participated in the forum as a user and student staff member representing Maximum English Learning Together (MELT), which is the social language learning space at Gifu Shotoku
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Online Self-Access Learning Support During the Coronavirus Pandemic: An Australian University Case Study Studies in Self-Access Learning Journal Pub Date : 2020-09-01 Andrew Kelly, Nicole Johnston, Sharon Matthews
The COVID-19 pandemic has had an enormous and unprecedented effect on higher education Perhaps most notably, the virus catalysed a speedy movement to online delivery in response to the range of mandatory physical restrictions to campuses and classrooms around the world To that end, this article discusses the online self-access student support options that were implemented at a mid-size public Australian
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Creating a Virtual Writing Center to Support Self-Regulated Learning Studies in Self-Access Learning Journal Pub Date : 2020-09-01 Chris Harwood, Dennis Koyama
The Covid-19 pandemic has disrupted traditional approaches to education and forced educators to adopt and adapt technologies to allow institutions to remain open, offer courses and other services to enable students to continue their education This rapid shift to online teaching and learning has shone a light on the need for institutions to support students in working out how to maintain autonomy through
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Language Advising as Psychosocial Intervention for First Time Self-Access Language Learners in the time of COVID-19: Lessons from the Philippines Studies in Self-Access Learning Journal Pub Date : 2020-09-01 Danica Anna D. Guban-Caisido
The coronavirus pandemic (COVID-19) has dramatically transformed the education system all over the globe The Philippines is one of the countries in Southeast Asia that continues the battle with over 50,000 cases as of writing The country's education system which remained exclusively traditional and classroom-based has since been forced to adopt more modern approaches, either synchronous or asynchronous
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A Self-Access Center’s Response to COVID-19: Maintaining Stability, Connectivity, Well-being, and Development During a Time of Great Change Studies in Self-Access Learning Journal Pub Date : 2020-09-01 Huw Davies, Isra Wongsarnpigoon, Satoko Watkins, Dominique Vola Ambinintsoa, Rumi Terao, Rob Stevenson, Yuri Imamura, Curtis Edlin, Phillip A. Bennett
In 2020, the COVID-19 pandemic created disruption in many of the institutions we regularly rely on, including universities While disruption may often bring with it a myriad of possible pitfalls, it affords potential opportunities for change and development by reflecting on and modifying practices In this article, a group of learning advisors and administrators from a self-access center at an international
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Challenges and Opportunities of Fostering Learner Autonomy and Self-Access Learning during the COVID-19 Pandemic Studies in Self-Access Learning Journal Pub Date : 2020-09-01 Fawzi Al Ghazali
The outbreak of the COVID-19 pandemic has represented a substantial challenge to educators worldwide with almost no predefined plans to deal with the negative outcomes of such crises and emergencies The closure of schools and universities has forced public and private educational institutions to look for alternative methods for students to continue learning and understanding the remaining syllabi Since
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COVID-19, a Breakthrough in Educational Systems: Keeping the Development of Language Learners’ Autonomy at Self-Access Language Centres Studies in Self-Access Learning Journal Pub Date : 2020-09-01 Beatriz Eugenia Navarro Cira, Isabel Carrillo López
This article presents two flexible operational process models (OPM) that could serve as guidelines for a self-access language centre (SALC) in the provision of advising services and workshops not only at difficult times such as the one caused by COVID-19, but also on a regular basis The aim of the models is to provide a vision to plan, monitor, evaluate and improve the processes involved in the provision
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‘Things Will Look Up Because They Always Do’: The Continuation of My Autoethnography as a Self-Directed Learner of French Studies in Self-Access Learning Journal Pub Date : 2020-09-01 Robert J. Werner
This is the second part of an autoethnography about trying to enrich my vocabulary and improve my listening skills as a self-directed learner through French language songs. I followed the same Study Use Review Evaluate (SURE) learning cycle as my students in a self-access English class, and my work occurred at the same time as theirs, over a period of six weeks. Throughout the project and in the course
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Setting Up a Language Learning Environment in Microsoft Teams Studies in Self-Access Learning Journal Pub Date : 2020-09-01 Carolin Schneider
The Language Zone at the University of Leeds, UK, is well established as a hub for language learners across the campus, both those on language courses and those studying languages independently for a variety of reasons It has been operating entirely online since March 2020 and will do so until the campus fully re-opens This written account gives a brief overview of the changes made to the Language
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Our Self-Access Experience in Times of COVID Studies in Self-Access Learning Journal Pub Date : 2020-09-01 Adelina Ruiz-Guerrero
The coronavirus pandemic has without a doubt had an enormous impact on every possible way of our lives We have felt its effects on an individual personal level and as family members, at work, as members of a community, and particularly as students and teachers Even in institutions and departments such as ours where online education has been at the forefront of our work for years now, the challenge
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Emergency Remote Support at the Self-Access Learning Center: Successes and Limitations Studies in Self-Access Learning Journal Pub Date : 2020-09-01 Tetsushi Ohara, Fumie Ishimura
The COVID-19 pandemic of 2020 has influenced many aspects of tertiary educational institutions in Japan Many Self-Access Learning Centers (SALCs) at universities are also required to change their operation and support systems This paper introduces how the SALC at Ritsumeikan Asia Pacific University (APU) has supported students during the COVID-19 pandemic and discusses successful points and limitations
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Out-of-Class Learning of Spanish During COVID-19: A Case Study in Trinidad and Tobago Studies in Self-Access Learning Journal Pub Date : 2020-09-01 Diego Mideros
This paper describes the experiences of 15 students who reported on their study habits and studying of Spanish outside of the classroom during the beginning of the COVID-19 pandemic, when suddenly face-to-face classes had to be delivered remotely The paper features the voices of eight teachers on how they promoted out-of-class learning The inquiry took the form of a small-scale qualitative case study
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Autonomous Language Learning in a Work-cycle: Learners’ Perceptions, Beliefs and Behaviors Studies in Self-Access Learning Journal Pub Date : 2020-06-30 Shirin Sadaghian,S. Susan Marandi,Hasan Iravani
The present study reports on an attempt to apply the principles of autonomous learning within the curriculum of an online course for teaching English to Iranian adult language learners. The contents of the course (i.e. general English) were delivered using work-cycles (Legenhausen, 2003) and were completed in the form of students’ projects. Each work-cycle started by setting personal learning goals
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Ethnographies of Self-Access Language Learning Studies in Self-Access Learning Journal Pub Date : 2020-06-30 Jo Mynard
In this short overview, I discuss how ethnographies could be considered an appropriate yet under-utilised research methodology for exploring the field of self-access learning. We could consider ethnographies of self-access spaces, autoethnographic accounts of language learning or professional development, and also collaborative and duoethnographies. An ethnographic approach will allow us to develop
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‘A Puzzle that Needs to be Fitted Together’: The Beginning of My Autoethnographic Journey of Learning French Through Music Studies in Self-Access Learning Journal Pub Date : 2020-06-30 Robert J. Werner
This is the first of several installments of an autoethnography about my experiences as a selfdirected learner studying French over a six-week period. My studies paralleled work that students were completing in an English language course at a Japanese university and occurred simultaneously with theirs. I set a learning goal and focused on vocabulary and listening skills in order to better understand
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Have a Look Around: The Effect of a ‘Push’ Activity on Future SAS Use Studies in Self-Access Learning Journal Pub Date : 2020-03-18 André Parsons, Stuart Warrington
Although mandatory regular use of self-access centres is surprisingly common, this goes against the purpose of them to foster autonomous learning. However, some students never consider using such resources without being pushed to do so. In order to create an opportunity to discover a selfaccess station (SAS) at one Japanese university, a single assignment was designed and implemented requiring students
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English for Academic Study: An Open Access Academic English Course. Review of a FutureLearn Course Studies in Self-Access Learning Journal Pub Date : 2020-03-01 Nashid Nigar
A recent global trend in the domain of self-access learning has been MOOCs (Massive Open Online Courses), enabling flexible participation and open access to online learning resources via the web. Educational institutes and universities across the world now offer MOOCs, including the self-accessed English language courses. FutureLearn a digital education platform—offers a handful of English language
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Review of the Japan Association for Self-Access Learning (JASAL) 2019 National Conference: New Beginnings Studies in Self-Access Learning Journal Pub Date : 2020-03-01 Jackson Koon Yat Lee
Self-access language learning is a new term that I learned in the past couple of years, despite having been participating actively in two self-access facilities for years. When the current JASAL President, Clair Taylor invited me to join the association and take part in the annual conference, the academic world of self-access suddenly opened up to me, and it felt fresh yet familiar. Since I receive
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Understanding Learner Autonomy Through Research: A Summary of a Forum at JALT 2019 Studies in Self-Access Learning Journal Pub Date : 2020-03-01 Jo Mynard, Louise Ohashi, Ward Peeters, Scott J. Shelton-Strong, Andrew D. Tweed, Satoko Watkins, Isra Wongsarnpigoon
This paper reports on a forum featuring four presentations on learner autonomy research, all with practical applications. The paper gives an overview of the purpose of the forum, a short summary of each of the presentations, a discussion of some of the main themes and methods, and a summary of the ways in which the forum themes were continued to be investigated through the Q&A session and in follow-up
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The Relationship Between Independent Study Time, Self-Directedness, and Language Gain Studies in Self-Access Learning Journal Pub Date : 2020-03-01 Yukari Rutson-Griffiths, Arthur Rutson-Griffiths
This paper examines the links between independent study time inside and outside a selfaccess centre, self-directedness and language gain. 71 university students taking English classes at a private university in Japan completed surveys of their typical weekly self-access centre usage, typical weekly independent language study time and the Self-Directed Learning Readiness Scale (SDLRS) survey, and these
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Self-Determination Theory Conference: Egmond aan Zee, Netherlands Studies in Self-Access Learning Journal Pub Date : 2019-12-01 Amelia Yarwood
This article reviews the 7th International Self-Determination Theory (SDT) Conference which was held at Hotel Zuiderduin in the Netherlands during May 2019. In addition to the founders of SDT; Richard Ryan and Edward Deci, acting as plenary speakers, the call for papers sourced presenters from across multiple academic fields, and within industry, to present symposia, poster presentations, and papers
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Book review: Autonomy in Language Learning and Teaching: New Research Agendas edited by Alice Chik, Naoko Aoki and Richard Smith Studies in Self-Access Learning Journal Pub Date : 2019-12-01 Gamze A. Sayram
This edited collection of research studies makes an important theoretical and practical contribution to the literature by illustrating the expanding dimensions of autonomous language learning and teaching, deepening our conceptualization of the pedagogical norms and approaches, proposing new research scopes, contexts and settings for future research.
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Fostering English Use in a SALC through a Discussion-Based Classroom Intervention Studies in Self-Access Learning Journal Pub Date : 2019-12-01 Amelia Yarwood, Crystal Rose-Wainstock, Michelle Lees
Self-access learning centres (SALCs) are spaces in which learners are provided with access to resources that can assist them in achieving their goals. Within the SALC at Kanda University of International Studies, there is a wide range of resources available to students. However, a prior in-house study (Yarwood, Lorentzen, Wallingford, & Wongsarnpigoon, 2019) indicated that the resources were not being