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.
The inaugural issue of JASAL Journal, guest edited by Katherine Thornton and Garold Murray, was published June 2020.
The second issue, edited by Clair Taylor, Hisako Yamashita, and Joe Tomei, was published in December 2020.
The next issue, which will be edited by Bethan Kushida and Umida Ashurova, is scheduled for June 2021, with the submission deadline extended to March 14th, 2021.
For the third issue, we welcome the following types of submissions:
We welcome research articles of 3000 to 5000 words that discuss issues related to self-access.
Discussions of self-access center practices
Short summaries and progress reports of around 2000 to 2500 words are welcome, describing self-access center practices. A literature review and references are required.
JASAL Conference Publications
A comprehensive bibliography on autonomy in language learning (maintained by Hayo Reinders) can be found here:
The Studies in Self-Access Learning (SiSAL) Journal is entirely open access and dedicated to the field of self-access learning.
Relay Journal is also open access and dedicated to disseminating research and best practice in the broad areas of learner and teacher autonomy.
JASAL member publications
Below is a list of papers written by JASAL members, divided into sub-fields. If you are a JASAL member and would like to see your paper here, please fill out this form, and we will add it to the list.
Further down you can find a general bibliography on learning advising, a key feature of many self-access centres.
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.
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.
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.
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., 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.
Werner*, R. J. (2014). Investigation of students’ autonomous plans to improve speaking. In J. Mynard & C. Ludwig (Eds.), Autonomy in language learning: Tools, tasks and environments [ebook]. Faversham, UK: IATEFL.
Werner*, R. J., & Kobayashi, Y. (2015). Self-access and metcognitive awareness in young learners: How Japanese sixth graders learn how to learn English. Studies in Self-Access Learning Journal, 6(4), 399-412.
Language learning spaces / Self-access centers
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)
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.
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.
Morrison, B. R. & Navarro D. (2012). Shifting roles: from language teachers to learning advisors. System 40/3, pp. 349-359.
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/