The Japan Association for Self-Access Learning

As the field of self-access has grown in Japan in recent years, so has the number of publications related to self-access language learning, and JASAL members have been very active in researching and publishing in the field.

A comprehensive Bibliography on autonomy in language learning  (maintained by Hayo Reinders) can be found here:
www.autonomybibliography.org

There is a whole journal dedicated to the field of self-access learning. The Studies in Self-Access Learning (SiSAL) Journal is entirely open access, and can be found here:

http://sisaljournal.org/

Below is a list of papers written by JASAL members, divided into sub-fields.

Further down you can find a general bibliography on learning advising, a key feature of many self-access centres.

JASAL member publications

Self-access/self-directed language learning

Adamson, J.L., Brown, H. & Fujimoto-Adamson, N. (2012). Revealing Shifts and Diversity in Understandings of Self Access Language Learning. Journal of University Teaching and Learning Practice, 9(1), 1-16.

Everhard, C. J., Mynard, J., with Smith, R. (Eds.) (2011). Autonomy in language learning: Opening a can of worms. Canterbury, UK: IATEFL.

Morrison, B.R. (2011). Self-directed learning modules for independent learning: IELTS exam preparation. Studies in Self-Access Learning Journal, 2(2), pp. 51-67.

Morrison, B.R. (2011). The bespoke syllabus, objective setting and WIN analyses. Independence IATEFL Learner Autonomy SIG Newsletter 52, 16-18.

Morrison, B.R. (2012). Learning lessons: Implementing the Autonomy Approach. In T. Pattison (Ed.). IATEFL 2011 Conference Selections, pp. 73-75. Canterbury: IATEFL.

Morrison, B.R. (2013). Creating diagnostic frameworks for supporting focused, effective, self-directed learning. In T. Pattison (Ed.). IATEFL 2012 Conference Selections, pp. 47-49. Canterbury: IATEFL.

Morrison, B. R. (2013). Learning behaviors: Subtle barriers in L2 learning. In J. Schwieter (Ed.). Studies and global perspectives of second language teaching and learning. pp. 69-89. Charlotte: Information Age Publishing.

Morrison, B. R. (2014). Self-directed language learning. English Teaching Professional 92, pp. 4-7.

Morrison, B. R. & Navarro D. (2014). The Autonomy Approach. Peaslake: Delta Publishing.

Navarro, D. & Thornton, K. (2011). Investigating the relationship between belief and action in self-directed language learning. System 39 (3): 290-301.

Murray, G. (2013). Pedagogy of the possible: Imagination, autonomy, and space. Studies in Second Language Learning and Teaching, 3(3), 377—396.

Murray, G., & Fujishima, N. (2013). Social language learning spaces: Affordances in a community of learners. Chinese Journal of Applied Linguistics, 36 (1), 141—157.

Murray, G., Fujushima, N., & Uzuka. M. (2014). Semiotics of Place: Autonomy and Space. In G. Murray (Ed.), Social dimensions of autonomy in language learning (pp. 81—99). Basingstoke: Palgrave.

Mynard, J. and McLoughlin, D. (2014). Affective factors in self-directed learning. Working Papers in Language Education and Research, 2(1), 27-41.

Mynard, J., & Navarro, D. (2010). Dialogue in self-access learning. In A. Stoke (Ed). JALT2009 Conference proceedings: The teaching-learning dialogue: An active mirror, pp. 95-102.

Sert, N., Adamson, J.L. & Büyüköztürk, S. (2012). “Autonomy and European Language Portfolio Use among Turkish Adolescents” ğitim ve Bili (Education and Science), 37, No. 166, pp. 129-140.

Sugawara, H. (2009) Developing Autonomy in Lower Proficiency Students. In Carroll, M., Castillo, D., Cooker, L., & Irie, K. (Eds.). Proceedings of the Independent Learning Association 2007 Japan Conference (online): Exploring theory, enhancing practice: Autonomy across the disciplines, Kanda University of International Studies, Chiba, Japan, October 2007. http://independentlearning.org/ILA/ila07/files/ILA2007_037.pdf

Takahashi, K., Mynard, J., Noguchi, J., Sakai, A., Thornton, K., & Yamaguchi, A. (2013). Needs analysis: Investigating students’ self-directed learning needs using multiple data sources. Studies in Self-Access Learning Journal, 4(3), 208-218.

Talandis, J., Beck, D., Taylor, C., Hardy, D., Omura, K., Murray, C. & Stout, M. (2011). The stamp of approval: Motivating students towards independent learning. Bulletin of Toyo Gakuen University, 19, 165–182.

Taylor, C., Beck, D., Hardy, D., Omura, K., Stout, M. & Talandis, J. (2012). Encouraging students to engage in learning outside the classroom. In K. Irie & A. Stewart (Eds.), Proceedings of the JALT Learner Development SIG Realizing Autonomy Conference, [Special issue] Learning, Learning 19(2), 31–45.

Thornton, K. (2010) Supporting Self-Directed Learning: A Framework for Teachers in: R. Stroupe (Ed.). Language Education in Asia, 2010, 1(1), 158-170.

Thornton, K. (2010). Sharing reflections: Enhancing learners’ experiences of self-directed learning in In A. M. Stoke (Ed.), JALT2009 Conference Proceedings. Tokyo: JALT. 417-426.

Thornton, K. (2013). A framework for curriculum reform: Re-designing a curriculum for self-directed language learning. Studies in Self-Access Learning Journal, 4(2), 142-153.

Thornton, K., Nurjanova, U. & Tassinari, M.G. (2013). Reflections on experience: the role of advisors, teachers and self-access facilities in higher education contexts. In: A. Barfield & N.D. Alvarado, (Eds.). Autonomy in language learning: stories of practices. Canterbury, IATEFL.

Language learning spaces / Self-access centers

Adamson, J.L., Brown, H. & Fujimoto-Adamson, N. (2010). Co-constructing understanding of self access through conversational narrative.  Studies in Self Access Learning Journal, 1(3), pp. 173-188.

Adamson, J.L., Brown, H. & Fujimoto-Adamson, N. (2011). Archiving Self Access: Methodological considerations. (2011) Asian EFL Journal, 13(2), 11-33.

Adamson, J. L. & Brown, H. (2012). Evidence-informed leadership in the Japanese context: Middle managers at a university self-access center. Tertiary Education & Management, 18(4), pp. 353-374 (DOI:10.1080/13583883.2012.725765)

Castellano, J., Mynard, J., & Rubesch, T. (2011). Technology use in a self-access center. Language Learning and Technology, 15(3), 12-27.

Kershaw, M., Mynard, J., Promnitz-Hayashi, L., Sakaguchi, M., Slobodniuk, A., Stillwell, C., & Yamamoto, K. (2010), Promoting autonomy through self-access materials design. In A. Stoke (Ed). JALT2009 Conference Proceedings: The Teaching-Learning Dialogue: An Active Mirror, pp. 151-159.

Mach, T. (2015). Promoting learner autonomy through a self-access center at Konan University: from theory to proposal. The Journal of the Institute for Language and Culture, 19, 3-29.

Mynard, J. (2012). Does ‘Self-Access’ Still Have Life in It? : A Response to Reinders (2012). ELTWO, Volume IV.

Sekiya, Y., Mynard, J. & Cooker, L. (2010). 学習者の自律を支援するセルフアクセス学習 [Self-access learning which supports learner autonomy]. In H. Kojima, N. Ozeki & T. Hiromori. (Eds.), 「英語教育学大系」全13巻中の第6巻「成長する英語学習者―学習者要因と自律学習」大修館書店 [Survey of English Language Education: Vol. 6. Developing English learners: Learner factors & autonomous learning] (pp. 191-210). Tokyo: Taishukan-shoten.

Sekiya, Y., Mynard, J. & Cooker, L. (2010). 大学英語教育への応用 8. セルフアクセス学習と大学教育 [Implications for university education: 8. Self-access learning and university education]. In H. Kojima, N. Ozeki & T. Hiromori. (Eds.), 「英語教育学大系」全13巻中の第6巻「成長する英語学習者―学習者要因と自律学習」大修館書店 [Survey of English Language Education: Vol. 6. Developing English learners: Learner factors & autonomous learning] (pp. 225-227). Tokyo: Taishukan-shoten.

Taylor, C. (2014). The transformation of a foreign language conversation lounge: An action research project. Bulletin of Shotoku Gakuen University (Faculty of Foreign Languages), 53, 1–16.

Learning advising

Adamson, J.L. & Fujimoto-Adamson, N. (2012). Translanguaging in self-access language advising: Informing language policy.  Studies in Self Access Learning Journal, 3(1), pp. 59-73.

Curry, N. (2014). Using CBT with anxious language learners: The potential role of the learning advisor. Studies in Self-Access Learning Journal, 5(1), 29-41.

Ludwig, C., & Mynard, J. (Eds.), (2012). Autonomy in language learning: Advising in action. Canterbury, UK: IATEFL.

Morrison, B. R. & Navarro D. (2012). Shifting roles: from language teachers to learning advisors. System 40/3, pp. 349-359.

Mynard, J. (2011). The role of the learning advisor in promoting autonomy. Learner Autonomy in Language learning, Retrieved from http://ailarenla.org/lall/january2011/mynard_b_2011/

Mynard, J., & Carson, L. (Eds.). Advising in language learning: Dialogue, tools and context. Harlow, UK: Pearson.

Mynard, J., & Thornton, K. (2012). The degree of directiveness in written advising: A preliminary investigation. Studies in Self-Access Learning Journal, 3(1), 41-58.

Thornton, K. (2012). Target language or L1: Advisors’ perceptions on the role of language in a learning advisory session. In J. Mynard & L. Carson (Eds.) Advising in language learning: Dialogue, tools and context (pp. 65-86). Harlow: Pearson Education.

Yamashita, H. (山下尚子) (2010). 『専修学校における学習アドバイジング・サービス：ラーニング・アドバイザーによる自律学習能力育成の効果を検証する』　平成21年度財団法人東京都私学財団私立学校研究助成研究成果報告書.

Yamashita, H. & Kato, S. (2012). The Wheel of Language Learning: A tool to facilitate learner awareness, reflection and action. In J. Mynard & L. Carson (Eds). Advising in language learning: Dialogue, tools and context, (pp.164-169). Harlow: Pearson.

Other Publications on Learning Advising

Ciekanski, M. (2007). Fostering learner autonomy: power and reciprocity in the relationship between language learner and language learning adviser. Cambridge Journal of Education, 37 (1), 111-127.

Crabbe, D., Hoffman, A., & Cotterall, S. (2001). Learner Advisory Sessions: Problems, Goals and Beliefs. In L. Dam (ed.), AILA Review, 15.

Dingle, S., & McKenzie, P. (2001). Establishing a language-learning advisory service. In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond Language Teaching Towards Language Advising (pp.104-114). London: Centre for Information on Language Teaching and Research.

Esch, E. (1997). Learner training for autonomous language learning. In P. Benson & P. Voller (Eds.), Autonomy and Independence in Language Learning (pp.164-176). London: Longman.

Karlsson, L., Kjisik, F., & Nordlund, J. (2007). Language counseling: A critical and integral component in promoting an autonomous community of learning. System, 35 (1), 46-65.

Kato, S., & Yamashita, H. (2008). Action-oriented Language Learning Advising: A new approach to promote independent learning. The Journal of Kanda University of International Studies, 21, 455-475.

Mozzon-McPherson, M. (2000). An analysis of the skills and functions of language learning advisers. In M. Victori (Ed.), Links & Letters 7: Autonomy in L2 Learning (pp. 111-126). Universidad Autonoma de Barcelona.

Mozzon-McPherson, M. & Vismans, R. (Eds.). (2001). Beyond Language Teaching Towards Language Advising. London: Centre for Information on Language Teaching and Research.

Pemberton, R., Li, E. S., Or, W. W., & Pierson, H. D. (1996), Taking Control: Autonomy in Language Learning. Hong Kong: Hong Kong University Press.

Stickler, Ursula (2001). Using counselling skills for langauge advising. In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond Language Teaching Towards Language Advising (pp.7-22). London: Centre for Information on Language Teaching and Research.

Voller, P. (2004). The one to one consultations guidebook. The English Centre, University of Hong Kong. http://ec.hku.hk/1to1/