You can now register to join us in Hachioji in Tokyo for JASAL2024 at Soka University on Sat 26th October, 2024. Check out the conference page for more details and the registration link.

A separate sign-up form will be provided to participants soon for those interested in joining the SAC tour at the University of Electro-Communications on Friday 25th October (16:45-18:15), and the post-conference networking reception.

JASAL Journal Volume 5, Issue 2 is soliciting abstracts for the JASAL Journal for December 2024, with a submission deadline of August 31, 2024. The theme of this issue will be integrating self-access into institutional landscapes, but we will consider all proposals related to self-access language learning. Please send submissions by email (jasalorgATgmail.com) indicating whether you are proposing a research, practice, or review article. In the subject heading, please write “Issue 5(2)”. Feel free to make enquiries to the editorial team by email if you are considering whether to submit a paper.

Suggested topics include, but are not limited to:

• Self-access and curriculum
• Integrating classroom practice and self-access learning
• Faculty involvement in self-access
• Self-access staff/advisor professional development
• Collaboration and collegiality within self-access
• Student-led self-access research
• Faculty/student self-access learning communities
• Defining value of self-access within institutions
• Promotion of self-access within institutions

Thrilled to share the release of Volume 5, Issue 1 of the JASAL Journal!

The theme of this issue is social connections between self-access users and its importance in reducing anxiety and promoting engagement in self-access activities. This issue covers a variety of topics of interest to self-access researchers and practitioners, and three reports from recent JASAL events, our 2023 national conference, the latest JASAL Forum held at the 2023 Japan Association for Language Teaching (JALT) international conference, and a report from the December 2023 online student conference.

Thank you to all the contributors for their valuable insight and research in the field of self-access!

A big thank you to the authors, reviewers, the editorial team for their hard work in curating this enriching collection!

Name of space: iFloor
Location: Reitaku University, Japan
Website: https://www.reitaku-u.ac.jp/global/ifloor/ 
Contact: Colin Mitchell (SALC Coordinator), mitchell@reitaku-u.ac.jp

The Reitaku University iFloor is an innovative space that fosters autonomous language learning among students from all faculties. Our mission is to offer a comprehensive resource hub that enables independent language and cultural learning in a supportive environment.

At the heart of the iFloor is the iLounge, a dynamic conversation space designed for interactive learning with our global teachers and students. Complementing this is our writing centre, which offers both private and group tutoring to enhance students’ writing skills. The presentation terrace serves as a versatile venue for weekly workshops on various topics led by our teachers, as well as for student-hosted presentations and events. In addition to this, the iFloor includes both open and reservable private study areas, accommodating diverse study preferences and promoting a focused learning atmosphere.

Our primary objective is to guide students towards becoming independent learners. This is achieved by offering a blend of resources, expert support, and an environment conducive to self-directed learning. A cornerstone of the iFloor is our extensive language support services. With student support staff and teachers available throughout the day, we provide assistance and contribute a global perspective to language education.

The iFloor is more than just a facility; it’s a vibrant community that nurtures linguistic proficiency and cultural understanding in our diverse student body.

In addition to our core services, the iFloor at Reitaku University is distinguished by several unique initiatives and future plans:

1. Our student staff are from various countries. This cultural richness has led to the creation of language-specific study groups and events, such as Korean language gatherings, fostering a truly multicultural learning environment.
2. A noteworthy annual event hosted by iFloor is the ‘Mapathon’, in collaboration with USC, UCLA, and Reitaku University’s engineering department. This initiative involved students in mapping uncharted parts of the world, showcasing our dedication to global awareness and interdisciplinary education.
3. ReiTalk, our podcast series, features students engaging in English conversations with faculty, peers, and special guests. This platform not only fosters language proficiency but also bridges academic and real-world discussions.
4. Ongoing research at the iFloor include examining the effectiveness of our team dynamics, the impact of discussion spaces on language acquisition, and strategies for better preparing students for self-directed learning.
5. The Transformative Autonomous Language Learning Course (TALL) for first and second-year students is an innovative course designed to guide students in setting personal goals, creating effective study plans, overcoming learning obstacles, and reflecting on their progress, thereby enhancing their journey towards autonomous language learning.

If you would like to have your self-access center showcased please complete this form and mail it to: jasalorg@gmail.com.

Congratulations to all authors and thanks to the editors: Eduardo Castro, Christine Pemberton, Ewen MacDonald, and Emily Marzin, and all reviewers involved in getting JASAL Journal Issue 4.2 ready for publication! You can read it here.

Links to presentation videos, slides, and posters

Videos

Plenary – Fixing Issues Under the Radar: Student agency and leadership in self-access learning communities
Daniel Hooper PhD., Tokyo Kasei University

Link to video

Social Connections in International Language Spaces
Dr. Besty LAVOLETTE, Kyoto Sangyo University

Link to video

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Slides

Students’ Perceptions on SALL – an Activity Theory Analysis
Viorel RISTEA, Prefectural University of Kumamoto

Link to slides (PDF)

Analyzing Self-access AnxietyThrough the Eyes of Students
Koshun SUZUKI & Daniel HOOPER, Hakuoh University

Link to slides (PDF)

Party Time
Christopher CLADIS, Jeremy EADES, & Misato TACHIBANA, University/Association

Link to slides (PDF)

Collaborating to Adapt Student Staff Training for New Needs
Isra WONGSARINPIGOON, Miru OKI, & Haruka UBUKATA, Kanda University of International Studies

Link to slides (PDF)

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Posters

Mind the Gap: Student-Developed Resources for Mediating Transitions into Self-Access Learning
Daniel HOOPER, Tokyo Kasei University

Link to poster (PDF)

Creating Conditions for Successful Self-Access Telecollaboration
Katherine THORTON Otemon Gakuin University & Dr. Levi Durbrige, University of the Sunshine Coast

Link to poster

Mainting Language Learning Habits Together
Clair TAYLOR & Alexandra ORNSTON, Gifu Shoto Gakuen University

Link to poster

Greetings to all students involved in self-access language learning centers, their advisors, and teachers!

• Are you currently working or volunteering for a self-access center at your university?
• Are you interested in sharing your self-access-related experiences with students from other universities?
• Do you want to meet and hear the stories of other students with similar experiences?

Then please join us for the 7th JASAL Student Conference and share your stories and listen to the stories of others!

Date: Saturday, December 9th
Time: 13:00-17:00
Format: Online (Zoom meeting)

Register here to participate by Monday, December 04, 2023. 

Learn more about the student conference here

Thank you to presenters Yaya Yao and Agnes Maria Francis as well as all who joined the JASAL Forum at the JALT conference in Tsukuba, Ibaraki on Saturday, November 25th, from 12:45 – 14:15. Both presentations sparked an introspective dialogue among all in attendance.

Abstracts

Yaya Yao, Kyushyu University

This presentation discusses the potential of translingual arts-based pedagogy in reconceptualizing self-access language learning by sharing preliminary findings of an ongoing study through a university self-access learning center. This approach invites creative, metacognitive exploration drawing on one’s entire linguistic repertoire. As such, translingual arts-based pedagogy has the potential to facilitate a paradigm shift in self-access learning that regards all stakeholders as language learners, challenging native speakerism and building linguistic justice.

Agnes Maria Francis, Konan Women’s University

One key aspect of advising is that every advising session is different. Students who seek advising have various purposes, and unlike teaching classes, there is limited opportunity for prior preparation before each session. Drawing from my experience as an advisor at my previous institution, I noticed that students voluntarily approached advising sessions with clear objectives, and our conversations were centered around specific topics. However, in my current institution, students attend the sessions without a specific purpose in mind although advising is mandatory. As an advisor, it is my responsibility to guide the flow of the advising sessions. In this presentation, I will share the challenges I have encountered, the advising skills that have helped me conduct these sessions effectively, and how this new experience has deepened my understanding of advising.