Badli Esham Ahmad, Zuria Akmal Saad, Azwan Shah Aminuddin, Mohd Amli Abdullah
This study investigated the self-directed learning readiness (SDLR) of 944 Malay undergraduate students in a Malaysian university, using Guglielmino’s Self-directed Learning Readiness Survey (1977), which is a 58-item Likert scale questionnaire that uses the Delphi technique to identify the level of SDLR of adult learners. Results indicate that the majority of the participants possess a moderate readiness level. The age-based analysis, though less relevant due to a predominantly young demographic, still indicates a need for facilitation in their learning journeys. These findings underscore the importance of tailored strategies and support mechanisms (i.e., guidance from instructors) to enhance educational outcomes.
{"title":"Self-Directed Learning of Malay Undergraduate Students","authors":"Badli Esham Ahmad, Zuria Akmal Saad, Azwan Shah Aminuddin, Mohd Amli Abdullah","doi":"10.37237/140302","DOIUrl":"https://doi.org/10.37237/140302","url":null,"abstract":"This study investigated the self-directed learning readiness (SDLR) of 944 Malay undergraduate students in a Malaysian university, using Guglielmino’s Self-directed Learning Readiness Survey (1977), which is a 58-item Likert scale questionnaire that uses the Delphi technique to identify the level of SDLR of adult learners. Results indicate that the majority of the participants possess a moderate readiness level. The age-based analysis, though less relevant due to a predominantly young demographic, still indicates a need for facilitation in their learning journeys. These findings underscore the importance of tailored strategies and support mechanisms (i.e., guidance from instructors) to enhance educational outcomes.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135059506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This year’s EUROCALL conference was held at the University of Iceland in Reykjavik from the 15th to the 18th of August, 2023. In this short review, the author comments on some of her takeaways from the conference, especially for the field of self-access language learning. The author also comments on the support available to language learners outside the classroom at the University.
{"title":"Language Learning in the Far North of Europe: Attending EUROCALL 2023 and Exploring the University of Iceland","authors":"Jo Mynard","doi":"10.37237/140310","DOIUrl":"https://doi.org/10.37237/140310","url":null,"abstract":"This year’s EUROCALL conference was held at the University of Iceland in Reykjavik from the 15th to the 18th of August, 2023. In this short review, the author comments on some of her takeaways from the conference, especially for the field of self-access language learning. The author also comments on the support available to language learners outside the classroom at the University.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135059174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This report contains a review and reflections on the Japan Association for Self-Access Learning (JASAL) student forum. The online forum was held on Saturday, June 10, 2023. Thirteen students and ten teachers, advisors, and members of JASAL staff from nine different universities met on Zoom. There was an opening session, three discussion sessions, and a closing session.
{"title":"Review and Reflection of JASAL Online Student Forum 2023","authors":"Shiira Imada","doi":"10.37237/140309","DOIUrl":"https://doi.org/10.37237/140309","url":null,"abstract":"This report contains a review and reflections on the Japan Association for Self-Access Learning (JASAL) student forum. The online forum was held on Saturday, June 10, 2023. Thirteen students and ten teachers, advisors, and members of JASAL staff from nine different universities met on Zoom. There was an opening session, three discussion sessions, and a closing session.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135060253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although advising in language learning (ALL) in the Japanese setting for English as a foreign language (EFL) is indispensable, its domestic dissemination remains in an embryonic stage. As a suggested solution, a semi-structured ALL program was developed in a recent study, whose effects are investigated in the present study. The newly developed program is tailored to lead learners toward subjective well-being with active engagement in language learning. Furthermore, it includes several novel and unique features such as specific tasks allocated to particular sessions. Therefore, the research questions regarding its effects are as follows: (1) To what extent do Japanese EFL learners achieve their active engagement and (2) subjective well-being through the semi-structured ALL program? (3) How do they evaluate the usefulness of the program? Quantitative data from 15 Japanese EFL advisees who underwent the semi-structured program were statistically analyzed, and the results were supported by qualitative data. Overall, the program contributed to Japanese EFL learners’ active engagement and subjective well-being. Moreover, participants recognized most of the program’s features as useful. However, some parts remain to be improved. The discussion section argues both aspects in as much detail as possible.
{"title":"Simple and Effective Advising Practice: A Semi-Structured Advising Program for Japanese EFL Learners","authors":"Toshinori Yasuda","doi":"10.37237/140305","DOIUrl":"https://doi.org/10.37237/140305","url":null,"abstract":"Although advising in language learning (ALL) in the Japanese setting for English as a foreign language (EFL) is indispensable, its domestic dissemination remains in an embryonic stage. As a suggested solution, a semi-structured ALL program was developed in a recent study, whose effects are investigated in the present study. The newly developed program is tailored to lead learners toward subjective well-being with active engagement in language learning. Furthermore, it includes several novel and unique features such as specific tasks allocated to particular sessions. Therefore, the research questions regarding its effects are as follows: (1) To what extent do Japanese EFL learners achieve their active engagement and (2) subjective well-being through the semi-structured ALL program? (3) How do they evaluate the usefulness of the program? Quantitative data from 15 Japanese EFL advisees who underwent the semi-structured program were statistically analyzed, and the results were supported by qualitative data. Overall, the program contributed to Japanese EFL learners’ active engagement and subjective well-being. Moreover, participants recognized most of the program’s features as useful. However, some parts remain to be improved. The discussion section argues both aspects in as much detail as possible.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135059508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study analyzes the perezhivanie of one second-language learner (Chinese L1) who studied Japanese as a second language and engaged in her learning experience in a Japanese cultural setting through yearlong language advisory sessions. Perezhivanie, a Russian term, and a Vygotskian concept, is employed in the study to observe L2 learner development and to capture the bidirectional influences of the characteristics of agency and the environment. The data analyzed come from two sources: (a) our written correspondence, including email exchanges, from before the study was conducted and (b) audio-recorded data of six face-to-face/ online advisory sessions on a bimonthly basis with a particular focus on her perezhivanie. By applying perezhivanie as a unit of analysis that avoids the cognition-or-emotion and person-or-context dichotomies, the findings revealed the developmental processes of one L2 learner and focused on how both advisor and advisee mutually transform the specific social situation into a social situation of collectividual development through yearlong advisory sessions. Notably, the participant evaluated her original experience negatively at first, but eventually, she learned to value the failure and reinterpreted the initial experience. The significance of the study is to contribute to describing the detailed case of learner perezhivanie with a particular focus on entrance exams in East Asian sociocultural settings.
{"title":"Learner Perezhivanie and Mutual Advisor-Advisee Development Through Advising: A Longitudinal Case Study of JSL Learner","authors":"Ryo Moriya","doi":"10.37237/140304","DOIUrl":"https://doi.org/10.37237/140304","url":null,"abstract":"This study analyzes the perezhivanie of one second-language learner (Chinese L1) who studied Japanese as a second language and engaged in her learning experience in a Japanese cultural setting through yearlong language advisory sessions. Perezhivanie, a Russian term, and a Vygotskian concept, is employed in the study to observe L2 learner development and to capture the bidirectional influences of the characteristics of agency and the environment. The data analyzed come from two sources: (a) our written correspondence, including email exchanges, from before the study was conducted and (b) audio-recorded data of six face-to-face/ online advisory sessions on a bimonthly basis with a particular focus on her perezhivanie. By applying perezhivanie as a unit of analysis that avoids the cognition-or-emotion and person-or-context dichotomies, the findings revealed the developmental processes of one L2 learner and focused on how both advisor and advisee mutually transform the specific social situation into a social situation of collectividual development through yearlong advisory sessions. Notably, the participant evaluated her original experience negatively at first, but eventually, she learned to value the failure and reinterpreted the initial experience. The significance of the study is to contribute to describing the detailed case of learner perezhivanie with a particular focus on entrance exams in East Asian sociocultural settings.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135059505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Due to its foreignness, communicating in English as a second language is fraught with fear and discomfort. This paper’s goal was to consider the issues and implications of the autoethnographer’s communication practice in a college classroom setting as seen through the lens of autoethnography. The study’s methodology included self-reflections, observations, and interviews with some of the participant’s classmates. These were evaluated and analyzed within self and cultural praxis using thematic analysis. The study found that communicating in English as a second language is fraught with readiness issues that are centered on fear and anxiety, giving rise to cultural hybridity through the blending of local and foreign expressions relevant to their social world without encroaching on local sensibilities.
{"title":"Readiness in Communicating in English as a Second Language","authors":"Leoncio P. Olobia","doi":"10.37237/140308","DOIUrl":"https://doi.org/10.37237/140308","url":null,"abstract":"Due to its foreignness, communicating in English as a second language is fraught with fear and discomfort. This paper’s goal was to consider the issues and implications of the autoethnographer’s communication practice in a college classroom setting as seen through the lens of autoethnography. The study’s methodology included self-reflections, observations, and interviews with some of the participant’s classmates. These were evaluated and analyzed within self and cultural praxis using thematic analysis. The study found that communicating in English as a second language is fraught with readiness issues that are centered on fear and anxiety, giving rise to cultural hybridity through the blending of local and foreign expressions relevant to their social world without encroaching on local sensibilities.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135060508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Self-access language learning (SALL) can promote autonomy among language learners. It is a practical means for creating comfortable, personalized environments in which learners can take a more active part in making decisions and choices in their language learning trajectories. In the domain of second language (L2) listening, self-access work can fulfill the individual needs of learners whose listening processes are supposed to be respected. However, in countries where English is taught as a foreign language (EFL), this is not always the case due to traditional teacher-led large-sized listening classrooms and test-oriented curricula. Therefore, the present study was designed to investigate Vietnamese students’ perceptions of a self-access listening platform (SALP) which was built to facilitate L2 beginners to get familiar with the fast delivery of speech and to involve their personal interpretations of the input into the comprehension process. The study also aimed to examine whether this self-access approach can cultivate autonomous listening. Qualitative data were gathered through interviews with 15 non-English major university students whose disciplines were business management, marketing, communication, and public relations. They completed a six-week listening course on this online listening platform. The major findings indicate that students had positive listening experiences with the SALP regarding time flexibility and practicality. Despite students’ full awareness of the potential benefits of the SALP, a few of them still showed resistance to the self-access listening approach as a substitution for traditional classroom-based listening. The results reported here shed new light on the possibilities of implementing autonomy-based listening in a virtual self-access environment in L2 listening pedagogy.
自主语言学习(Self-access language learning, SALL)可以促进语言学习者的自主性。这是一种创造舒适、个性化环境的实用手段，在这种环境中，学习者可以更积极地参与语言学习轨迹的决策和选择。在第二语言听力领域，自主学习可以满足学习者的个性化需求，学习者的听力过程应该得到尊重。然而，在英语作为外语教学的国家，由于传统的教师主导的大型听力教室和以考试为导向的课程，情况并非总是如此。因此，本研究旨在调查越南学生对自主听力平台(SALP)的看法，该平台旨在帮助第二语言初学者熟悉快速演讲，并将他们对输入的个人解释纳入理解过程。该研究还旨在检验这种自我获取方法是否可以培养自主倾听。本研究通过对15名非英语专业大学生的访谈收集了定性数据，这些大学生的专业为企业管理、市场营销、传播和公共关系。他们在这个在线听力平台上完成了为期六周的听力课程。主要研究结果表明，学生在时间灵活性和实用性方面对SALP有积极的聆听体验。尽管学生们充分意识到SALP的潜在好处，但他们中的一些人仍然对自我学习听力方法作为传统课堂听力的替代品表示抵制。本研究的结果为第二语言听力教学中在虚拟自我学习环境中实施自主听力的可能性提供了新的思路。
{"title":"Autonomy-Based Listening: Vietnamese University Students’ Perceptions of Self-Access Web-Based Listening Practices","authors":"Thi Mai Vy Luu","doi":"10.37237/140303","DOIUrl":"https://doi.org/10.37237/140303","url":null,"abstract":"Self-access language learning (SALL) can promote autonomy among language learners. It is a practical means for creating comfortable, personalized environments in which learners can take a more active part in making decisions and choices in their language learning trajectories. In the domain of second language (L2) listening, self-access work can fulfill the individual needs of learners whose listening processes are supposed to be respected. However, in countries where English is taught as a foreign language (EFL), this is not always the case due to traditional teacher-led large-sized listening classrooms and test-oriented curricula. Therefore, the present study was designed to investigate Vietnamese students’ perceptions of a self-access listening platform (SALP) which was built to facilitate L2 beginners to get familiar with the fast delivery of speech and to involve their personal interpretations of the input into the comprehension process. The study also aimed to examine whether this self-access approach can cultivate autonomous listening. Qualitative data were gathered through interviews with 15 non-English major university students whose disciplines were business management, marketing, communication, and public relations. They completed a six-week listening course on this online listening platform. The major findings indicate that students had positive listening experiences with the SALP regarding time flexibility and practicality. Despite students’ full awareness of the potential benefits of the SALP, a few of them still showed resistance to the self-access listening approach as a substitution for traditional classroom-based listening. The results reported here shed new light on the possibilities of implementing autonomy-based listening in a virtual self-access environment in L2 listening pedagogy.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135059509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Online learning environments contain many of the variables of face-to-face learning environments. However, the inability to be in the same physical environment may cause problems due to the student’s self-management of the process. At this point, self-regulation strategies (hereafter, SRS), also used in face-to-face learning, are essential in improving the process. This study (n=24) aims to present a broad perspective of the studies based on students’ SRS by focusing on online EFL/ESL learning research articles published in the last five (2018-2022) years. The studies determined by a search string and eligibility criteria were included in this systematic review using the PRISMA coding scheme guidelines and MAXQDA was employed for content analysis. 12 strategies were identified (self-evaluation, goal setting, time management, help-seeking, task strategy, environmental structuring, self-efficacy, strategic planning, self-observation/monitoring, self-satisfaction, achievement motivation, effort regulation/persistence) and 15 key attributes were found to support the student’s use of SRS in online language learning environments (motivation, interaction-feedback, metacognition, use of digital tools, pedagogical support, autonomous learning, good learning experience, positive belief, the reflection of the process, self-efficacy, authenticity, scaffolding, cultural interest, critical thinking, the flexibility of time). This study can serve as a guide when designing online environments for self-regulated language learning.
{"title":"Self-Regulation Strategies in Online EFL/ESL Learning: A Systematic Review","authors":"Şadıman Hunutlu","doi":"10.37237/140203","DOIUrl":"https://doi.org/10.37237/140203","url":null,"abstract":"Online learning environments contain many of the variables of face-to-face learning environments. However, the inability to be in the same physical environment may cause problems due to the student’s self-management of the process. At this point, self-regulation strategies (hereafter, SRS), also used in face-to-face learning, are essential in improving the process. This study (n=24) aims to present a broad perspective of the studies based on students’ SRS by focusing on online EFL/ESL learning research articles published in the last five (2018-2022) years. The studies determined by a search string and eligibility criteria were included in this systematic review using the PRISMA coding scheme guidelines and MAXQDA was employed for content analysis. 12 strategies were identified (self-evaluation, goal setting, time management, help-seeking, task strategy, environmental structuring, self-efficacy, strategic planning, self-observation/monitoring, self-satisfaction, achievement motivation, effort regulation/persistence) and 15 key attributes were found to support the student’s use of SRS in online language learning environments (motivation, interaction-feedback, metacognition, use of digital tools, pedagogical support, autonomous learning, good learning experience, positive belief, the reflection of the process, self-efficacy, authenticity, scaffolding, cultural interest, critical thinking, the flexibility of time). This study can serve as a guide when designing online environments for self-regulated language learning.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46020515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Self-access language centres (SALCs) utilise self-directed learning, which allows learners to set their own learning goals and make their own learning choices. While this approach can benefit language learners, it can also be intimidating for those not used to autonomous learning. To help learners transition from teacher-directed to self-directed learning, various interventions such as coaching, counselling, mentoring, and advising can be used. These interventions can be effective in helping learners become more self-directed, but it is important to review and consider the learner’s expectations when implementing them. This paper analyses data from a one-on-one coaching intervention between an English-speaking coach and five Japanese participants using English as a second language to explore the factors contributing to the intervention session’s perceived success.
{"title":"Supporting the Transition to Self-Directed Learning in ESL: A Coaching Intervention","authors":"C. Mitchell","doi":"10.37237/140204","DOIUrl":"https://doi.org/10.37237/140204","url":null,"abstract":"Self-access language centres (SALCs) utilise self-directed learning, which allows learners to set their own learning goals and make their own learning choices. While this approach can benefit language learners, it can also be intimidating for those not used to autonomous learning. To help learners transition from teacher-directed to self-directed learning, various interventions such as coaching, counselling, mentoring, and advising can be used. These interventions can be effective in helping learners become more self-directed, but it is important to review and consider the learner’s expectations when implementing them. This paper analyses data from a one-on-one coaching intervention between an English-speaking coach and five Japanese participants using English as a second language to explore the factors contributing to the intervention session’s perceived success.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41603693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In line with foreign language instruction in general, foreign language provision in self-access learning centres (SALCs) has been dominated by English language learning. This is largely due to the nature of the internationalisation agenda in Japan, termed kokusaika, which emphasises English as the most important international language, the learning of which can facilitate Japanese economic advancement (Hashimoto, 2017; Kubota & Takeda, 2021). Largely missing from this narrative is a promotion of multiculturalism within Japan between different migrant populations, for many of whom English is as much a foreign language as it is for Japanese nationals (Tsuneyoshi, 2018). In order to truly internationalise, Japan must understand and embrace the linguistic and cultural diversity within its borders. Therefore, international education should focus on more than simply English education. This is as true for self-access facilities as it is for the mainstream curriculum. While there is some provision in some facilities for languages other than English (LOTE), as yet, no systematic investigation into the degree and nature of this provision has been conducted. Using data from a survey administered with coordinators of SALCs across Japan, this study investigated the degree to which SALCs in Japan are focusing on LOTE and the different ways in which they support these languages. The results revealed increasing focus on LOTE in some SALCs, in terms of materials and services offered, and significant linguistic diversity among SALC staff. However, common heritage and indigenous languages in Japan are largely absent, and a tendency to see language provision primarily as the appropriate balance between English and Japanese still persists in some SALCs.
{"title":"Linguistic Diversity in Self-Access Learning Spaces in Japan: A Growing Role for Languages Other than English?","authors":"Katherine Thirnton","doi":"10.37237/140206","DOIUrl":"https://doi.org/10.37237/140206","url":null,"abstract":"In line with foreign language instruction in general, foreign language provision in self-access learning centres (SALCs) has been dominated by English language learning. This is largely due to the nature of the internationalisation agenda in Japan, termed kokusaika, which emphasises English as the most important international language, the learning of which can facilitate Japanese economic advancement (Hashimoto, 2017; Kubota & Takeda, 2021). Largely missing from this narrative is a promotion of multiculturalism within Japan between different migrant populations, for many of whom English is as much a foreign language as it is for Japanese nationals (Tsuneyoshi, 2018). In order to truly internationalise, Japan must understand and embrace the linguistic and cultural diversity within its borders. Therefore, international education should focus on more than simply English education. This is as true for self-access facilities as it is for the mainstream curriculum. While there is some provision in some facilities for languages other than English (LOTE), as yet, no systematic investigation into the degree and nature of this provision has been conducted. Using data from a survey administered with coordinators of SALCs across Japan, this study investigated the degree to which SALCs in Japan are focusing on LOTE and the different ways in which they support these languages. The results revealed increasing focus on LOTE in some SALCs, in terms of materials and services offered, and significant linguistic diversity among SALC staff. However, common heritage and indigenous languages in Japan are largely absent, and a tendency to see language provision primarily as the appropriate balance between English and Japanese still persists in some SALCs.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41504238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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