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ISSN: 2333-9721
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Studies in Self-Access Learning Journal

ISSN Print: 2185-3762

ISSN Online:

主页: http://sisaljournal.org

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Evaluating Learner Autonomy: A Dynamic Model with Descriptors

Maria Giovanna Tassinari

The Influence of Learning Beliefs in Peer-advising Sessions: Promoting Independent Language Learning

Yukiko Ishikawa

Investigating Students’ Ways to Learn English Outside of Class: A Researchers’ Narrative

Howard Doyle,Michael Parrish

Supporting the Language and Learning Development of EAL Students in Australian Higher Education

Paul J. Moore

The Degree of Directiveness in Written Advising: A Preliminary Investigation

Jo Mynard,Katherine Thornton

Advising Practices: A Survey of Self-Access Learner Motivations and Preferences

Leander S. Hughes, Nathan P. Krug, and Stacey L. Vye

The Macro-and Micro-Language Learning Counseling: An Autoethnographic Account

Satomi Shibata

Professional Development for Learning Advisors: Facilitating the Intentional Reflective Dialogue

Satoko Kato

Language Learning Strategy Research: Where do we go from here?

Heath Rose

Editorial

Jo Mynard

Developing a Deeper Understanding of Learning Processing During Unguided Complex Learning Tasks: Implications for Language Advising

Luke Carson

Editorial - Special issue on advising for language learner autonomy

Katherine Thornton

Learning Phrasal Verbs Autonomously

Pauline Moore Hanna

Investigating the Information Needs of University Students in Foundational Foreign Language Courses

Glenna Westwood

JASAL Forum 2011: Growing Trends in Self-Access Learning

Azusa Kodate

Translanguaging in Self-Access Language Advising: Informing Language Policy

John Adamson,Naoki Fujimoto-Adamson

Lessons Learned While Managing My First Book Club

Holly Marland

Mobility in Learning: The Feasibility of Encouraging Language Learning on Smartphones

Keith Barrs

Enhancing Learner Autonomy in an On-line Editing Programme

Hebe Wong

A Framework for the Evaluation of a Self-Access Language Learning Centre

Bruce Morrison

Growth of an Out-of-Class Learning Community through Autonomous Socialization at a Self-Access Centre

Leander S. Hughes,Nathan P. Krug,Stacey Vye

Editorial (special issue on learner involvement)

Jo Mynard

Overview of “Splendid Speaking” Website (http://splendid-speaking.com)

Peter Travis

Emerging Technologies for Autonomous Language Learning

Mark Warschauer,Meei-Ling Liaw

Pre-University Experience of ICT and Self-Access Learning in Japan

Thomas Lockley

Self-Access Evolution: One University’s Journey Toward Learner Control

Juanita Heigham

Alternatives for Making Language Learning Games More Appealing for Self-access Learning

Charatdao Intratat

Editorial (special issue on self-access success stories)

Diego Navarro

Fostering Learner Autonomy as Agency: An Analysis of Narratives of a Student Staff Member Working at a Self-access Learning Center

Atsumi Yamaguchi

The Importance of Affective Factors in Self-Access Language Learning courses

Sergio Valdivia,David McLoughlin,Jo Mynard

A Learning Success Story Using Facebook

Lara Promnitz-Hayashi

Editorial (special issue on CALL, e-learning and m-learning)

Jo Mynard

Enhancing User Identification with the Independent Learning Centre at Sung Bin Home for Girls

Elton LaClare

Learning to Foster Autonomy: The Role of Teacher Education Materials

Hayo Reinders,Cem Balcikanli

Editorial

Jo Mynard

Blogging in the Target Language: Review of the “Lang-8” Online Community

Judith Bündgens-Kosten

Learning Strategy Sheets: Supporting Advisors and Learners

Katherine Thornton

Self-Directed Learning Modules for Independent Learning: IELTS Exam Preparation

Brian R. Morrison

Cell Phones + Self-Access: A Summer Campaign

Kirsten Mashinter

Fostering Self-directed Learning through Guided Tasks and Learner Reflection

Chris King

Investigating Language Learning Activity Using a CALL Task in the Self-access Centre

Carlos Montoro,Regine Hampel

Retooling Perspectives on Technology’s Role in Language Education

Randall Davis

Reading an ESL Writer’s Text

Paul Kei Matsuda,Michelle Cox

Web 2.0 Sites for Collaborative Self-Access: The Learning Advisor vs. Google

Craig D. Howard

The L2 Passionate Interactional Imperative (for short “The L2 Pie”): It’s Hot or It’s Not!

Tim Murphey

Learner Involvement at Arabian Gulf University Self-Access Centre

Diane Malcolm

Group Workshops: Saving Our Writing Center in Japan

Jim McKinley

A Two Year Cross-Section of Student Use of Self-Access eLearning

Richard S. Pinner

Introducing the Skills of Self-assessment and Peer Feedback

Rania K. Jabr

Editorial

Jo Mynard

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