Volume 1, Issue 1
June 2020
Edited by Katherine Thornton and Garold Murray
Download full issue here:
Contents
Greetings from the editorial board by Mutsumi Kawasaki, Joe Tomei & Naomi Fujishima (pp. 1–2)
Introduction by Katherine Thornton & Garold Murray (co-editors) (pp. 3–4)
Research Papers
- The Role of Self-Access Learning Center in Japan: Accommodation of Translingual Practice amidst International Educational Reform
by Tetsushi Ohara and Ryo Mizukura (pp. 5–36) - Classroom-Based Training Towards Learner Autonomy
by Tomoko Eto, Misato Saunders, and Kiyu Itoi (pp. 37–61) - Freedom or Focus? Contrasting Approaches to Fostering Learner Autonomy in the Classroom
by Caroline Hutchinson (pp. 62–80) - Looking in, Looking out: Autoethnographically Applying a Model for Learning Advisor Autonomy
by Stuart D. Warrington and André A. Parsons (pp. 81–103) - 日本の大学におけるタンデム学習の意義 [The Significance of Tandem Learning in a Japanese University]
by Masako Wakisaka, Takaya Hayashi, Natsuko Kitagawa, Bartosz Wolanski, Keisuke Harada, and Zhenyan Cai (pp. 104–128)
Discussion of Practices
- From Zero to Hero: The Story of a Free Conversation Service
by Christopher M. Cladis, Jeremy Eades, Misato Tachibana, and Alexander Worth (pp. 129–138) - Nurturing Use of an English Speaking Area in a Multilingual Self-Access Space
by Isra Wongsarnpigoon and Yuri Imamura (pp. 139–147) - Expanding a Self-Access Center’s Contact: Finding Opportunities for Bridge-Building on Campus
by Lucius Von Joo, Robert J. Werner, and Suzune Suga (pp. 148–155) - Reflections on Attending My First JASAL Conference
by Suzune Suga (pp. 156–161)
Copyright © 2020 JASAL Journal, ISSN 2435-3884
Copyright held by individual authors.
The Japan Association for Self-Access Learning 