JASAL Journal 4(1)

Volume 4, Issue 1

June 2023

Edited by Satoko Watkins, Emily Marzin, and Daniel Hooper 

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Contents

Opening Doors for All in Self-Access

by Satoko Watkins, Emily Marzin, and Daniel Hooper (pp. 1–4)

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Research Papers

Evaluation of SALC Inclusiveness: What Do Our Users Think?

by Christine Pemberton, Emily Marzin, Jo Mynard, and Isra Wongsarnpigoon (pp. 5–31)

Mind the Gap: Student-Developed Resources for Mediating Transitions into Self-Access Learning

by Daniel Hooper (pp. 32–54)

Supporting First-Year Students Through Written Advising: Thematic Characteristics of Comments by Peers

by Ryo Moriya and Misako Kawasaki (pp. 55–76)

Using Progress-Tracker Applications for Peer-Supported Independent Language Learning and Development: A Collaborative Autoethnography

by Clair Taylor, Alexandra Ornston, Jason Walters, and Kumiko Thompson (pp. 77–109)

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Discussions of Practice

Sustainable Development Goals (SDGs) Projects in Japanese Higher Education: Creating Meaningful SDGs Materials for Self-Access Learning Centers

by Michael Griffiths and Joshua John Jodoin (pp. 110–125)

Expanding Access to Social Language Learning Through Maker Education

by Bethan Kushida, Ryan Lege, Danielle Haugland, and Samantha Green (pp. 126–138)

学生の主体性に着目したStudent Assistant制度構築の予備報告

by Kie Yamamoto (pp. 139–152)

A Campaign Model for Out-Of-Class English Learning in an In-Between Space

by Yanki Chung (pp. 153–169)

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Conference Report

Report on the JASAL Forum at JALT2022. Motivation in Self-Access Learning: Listening to Student Experiences

by Gerardine McCrohan, Katherine Thornton, and Etsuko Yamada (pp. 170–179)