This study explores the process of how a learner recognises the value of a Self-Access Learning Center (SALC) and takes charge of her own learning through self-reflection of her language learning environments beyond the classroom as well as her ideal future self-image as a motivational factor. A university student who majors in English drew a mind map as a tool to reflect on her learning activities beyond the classroom before and after engaging in various reflective activities. Employing a qualitative narrative case study approach, multiple data sources, which included two mind maps, written descriptions of them, and a follow-up semi-structured interview, were analysed from an ecological perspective. The findings show that the learner’s self-reflection on her learning environments beyond the classroom, as well as her stronger image of ideal future-self, guided her to step forward to take action to engage with the SALC to create a meaningful space to achieve her goals. The learner’s self-reflection on her engagement with the environments, strategic advice from her friends, and a clearer image of her ideal future self are seen as key factors for the development of her learner agency. The benefits of teachers including self-reflection during class time on learning beyond the classroom as an aid to develop learner agency are also outlined.
{"title":"“The SALC is mine!”: Supporting the Development of Learner Agency and Reconfiguration of Language Learning Environments Beyond the Classroom","authors":"Mayumi Kashiwa","doi":"10.37237/120402","DOIUrl":"https://doi.org/10.37237/120402","url":null,"abstract":"This study explores the process of how a learner recognises the value of a Self-Access Learning Center (SALC) and takes charge of her own learning through self-reflection of her language learning environments beyond the classroom as well as her ideal future self-image as a motivational factor. A university student who majors in English drew a mind map as a tool to reflect on her learning activities beyond the classroom before and after engaging in various reflective activities. Employing a qualitative narrative case study approach, multiple data sources, which included two mind maps, written descriptions of them, and a follow-up semi-structured interview, were analysed from an ecological perspective. The findings show that the learner’s self-reflection on her learning environments beyond the classroom, as well as her stronger image of ideal future-self, guided her to step forward to take action to engage with the SALC to create a meaningful space to achieve her goals. The learner’s self-reflection on her engagement with the environments, strategic advice from her friends, and a clearer image of her ideal future self are seen as key factors for the development of her learner agency. The benefits of teachers including self-reflection during class time on learning beyond the classroom as an aid to develop learner agency are also outlined.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44507972","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 paper reports on the 7th LAb Session hosted online by the Research Institute for Learner Autonomy Education (RILAE) on December 3rd, 2021. This LAb session featured 19 presenters, including three invited speakers, from 8 different countries to explore the concepts of autonomy and learner agency. The presenters shared short summaries of research, theoretical conceptualisations and descriptions of practice centered around the theme. Pre-recorded sessions were made available to attendees the day prior, while the live sessions were broken into a morning and afternoon session. This article provides a broad summary of the presentations and my reflections as a first-time co-organiser
{"title":"Reflections on the 7th RILAE LAb Session","authors":"A. Yarwood","doi":"10.37237/120405","DOIUrl":"https://doi.org/10.37237/120405","url":null,"abstract":"This paper reports on the 7th LAb Session hosted online by the Research Institute for Learner Autonomy Education (RILAE) on December 3rd, 2021. This LAb session featured 19 presenters, including three invited speakers, from 8 different countries to explore the concepts of autonomy and learner agency. The presenters shared short summaries of research, theoretical conceptualisations and descriptions of practice centered around the theme. Pre-recorded sessions were made available to attendees the day prior, while the live sessions were broken into a morning and afternoon session. This article provides a broad summary of the presentations and my reflections as a first-time co-organiser","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44914497","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 review seeks to provide an alternative online platform for running an online writing class inside and outside the classroom. It focuses on Writeabout.com, which enables the integration of different modes of instruction, types of feedback, and collaborative activities that are necessary for providing an effective writing class. Its features allow teachers to create virtual classes and add students by using codes or importing from Google Classroom. The other features enable teachers to monitor the progress of each student’s writing and give both oral and written feedback synchronously and asynchronously. Writeabout.com provides some stimulating ideas to inspire students to start writing. This review also elaborates on the pedagogical applications of Writeabout.com inside and outside the classroom in a self-access context and for developing learner autonomy in writing.
{"title":"Writing Classes with Writeabout.com: Learning Mode, Feedback, and Collaboration","authors":"Benjamin Panmei, Budi Waluyo","doi":"10.37237/120406","DOIUrl":"https://doi.org/10.37237/120406","url":null,"abstract":"This review seeks to provide an alternative online platform for running an online writing class inside and outside the classroom. It focuses on Writeabout.com, which enables the integration of different modes of instruction, types of feedback, and collaborative activities that are necessary for providing an effective writing class. Its features allow teachers to create virtual classes and add students by using codes or importing from Google Classroom. The other features enable teachers to monitor the progress of each student’s writing and give both oral and written feedback synchronously and asynchronously. Writeabout.com provides some stimulating ideas to inspire students to start writing. This review also elaborates on the pedagogical applications of Writeabout.com inside and outside the classroom in a self-access context and for developing learner autonomy in writing.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48656981","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}
Language spaces worldwide have much in common. However, we believe that there is a meaningful difference between spaces that are considered “language centers” in the US (USLCs) and “self-access language centers” (SALCs) in Japan. These differences provide an opportunity for practitioners and scholars involved in language spaces to learn from each other. In the current article, we investigated the Global Commons at Kyoto Sangyo University for the characteristics of both USLCs and SALCs by collecting information about it from publicly available sources and from interviews with staff. We show that it can be considered an administrative SALC (Mynard, 2019) and show how it fulfills some of the USLC mandates (Lavolette, 2018) but not others. We discuss the implications of these characterizations, including how the Global Commons could be more useful to its stakeholders. Based on this case study, scholars of both SALCs and LCs can gain new ideas for services and roles that will benefit their stakeholders and facilitate change.
{"title":"Comparing Japanese and US Language Spaces: A Case Study","authors":"Elizabeth Lavolette, M. Claflin","doi":"10.37237/120403","DOIUrl":"https://doi.org/10.37237/120403","url":null,"abstract":"Language spaces worldwide have much in common. However, we believe that there is a meaningful difference between spaces that are considered “language centers” in the US (USLCs) and “self-access language centers” (SALCs) in Japan. These differences provide an opportunity for practitioners and scholars involved in language spaces to learn from each other. In the current article, we investigated the Global Commons at Kyoto Sangyo University for the characteristics of both USLCs and SALCs by collecting information about it from publicly available sources and from interviews with staff. We show that it can be considered an administrative SALC (Mynard, 2019) and show how it fulfills some of the USLC mandates (Lavolette, 2018) but not others. We discuss the implications of these characterizations, including how the Global Commons could be more useful to its stakeholders. Based on this case study, scholars of both SALCs and LCs can gain new ideas for services and roles that will benefit their stakeholders and facilitate change.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41499788","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}
We hope you enjoy the three articles and two reviews in this issue. We were inspired by the innovative research approaches, for example, visual narratives (Howard et al.; Kashiwa), in-depth interviews (Kashiwa; Lavolette & Claflin), and learning space analysis using typologies (Lavolette & Claflin). The authors also highlight the important roles of peers in the learning process (Waluyo & Panmei; Howard et al.; Kashiwa).
我们希望你喜欢本期的三篇文章和两篇评论。我们受到了创新研究方法的启发，例如视觉叙事（Howard et al.；Kashiwa）、深度访谈（Kashiwa；Lavolette&Claflin）和使用类型学的学习空间分析（Lavolette和Claflin。作者还强调了同伴在学习过程中的重要作用（Waluyo&Panmei；Howard等人；Kashiwa）。
{"title":"Introduction","authors":"Huw M. L. Davies, J. Mynard","doi":"10.37237/120401","DOIUrl":"https://doi.org/10.37237/120401","url":null,"abstract":"We hope you enjoy the three articles and two reviews in this issue. We were inspired by the innovative research approaches, for example, visual narratives (Howard et al.; Kashiwa), in-depth interviews (Kashiwa; Lavolette & Claflin), and learning space analysis using typologies (Lavolette & Claflin). The authors also highlight the important roles of peers in the learning process (Waluyo & Panmei; Howard et al.; Kashiwa).","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43988149","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}
The present case study aims to investigate the effects and implications of a semi-structured, small group advising scheme led by a peer advisor (PA) who graduated from a previously offered scheme. The scheme involves a seven-unit Personalized Learning Module (PLM) that simultaneously combines four key points: (1) reflecting, (2) mindset training, (3) personal motivation and success, and (4) teaching students how to limit overwhelming sources of information as part of creating an actionable, personalized learning plan. Each unit of the PLM consists of an integrated, scaffolded set of original advising tools. Four learners were trained in a group by a PA. Data were collected through PA open-ended feedback forms at the end of each unit, metaphor drawings and the advisee feedback form containing the learners’ reflections on the efficiency of the module. Additionally, the PA’s feedback form containing the PA’s observations and reflections were used for data collection and data were analyzed through content analysis. The outcome of the study reveals promising results for future PA programs.
{"title":"The Effects and Implications of a Peer-Led Small Group Advising Scheme: A Case Study","authors":"Stephanie Howard,Gökçe Arslan,Hamid Suluova","doi":"10.37237/120404","DOIUrl":"https://doi.org/10.37237/120404","url":null,"abstract":"The present case study aims to investigate the effects and implications of a semi-structured, small group advising scheme led by a peer advisor (PA) who graduated from a previously offered scheme. The scheme involves a seven-unit Personalized Learning Module (PLM) that simultaneously combines four key points: (1) reflecting, (2) mindset training, (3) personal motivation and success, and (4) teaching students how to limit overwhelming sources of information as part of creating an actionable, personalized learning plan. Each unit of the PLM consists of an integrated, scaffolded set of original advising tools. Four learners were trained in a group by a PA. Data were collected through PA open-ended feedback forms at the end of each unit, metaphor drawings and the advisee feedback form containing the learners’ reflections on the efficiency of the module. Additionally, the PA’s feedback form containing the PA’s observations and reflections were used for data collection and data were analyzed through content analysis. The outcome of the study reveals promising results for future PA programs.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":"43 6","pages":"365-390"},"PeriodicalIF":0.8,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138527768","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}
The aim of this study is to present a lesson and sample materials to provide language teachers with opportunities to enhance and maintain learner autonomy for young learners in English language teaching classes. To this end, a traditional short story for children was chosen, and activities were created to help young learners develop a deeper sense of language awareness as well as encourage them to control their own learning. Initially, this practical paper introduces the theoretical background to the study. It then presents the methodology section where a model that promotes learner autonomy is briefly described and, subsequently, the procedure section where the activities involved in the lesson plan are defined along with their relevance to learner autonomy. In the end, following the class observations, several implications and practical suggestions are provided.
{"title":"Practical Ideas on Developing Learner Autonomy for Young Learners","authors":"Senem Üstün Kaya, İnci Keçik","doi":"10.37237/120306","DOIUrl":"https://doi.org/10.37237/120306","url":null,"abstract":"The aim of this study is to present a lesson and sample materials to provide language teachers with opportunities to enhance and maintain learner autonomy for young learners in English language teaching classes. To this end, a traditional short story for children was chosen, and activities were created to help young learners develop a deeper sense of language awareness as well as encourage them to control their own learning. Initially, this practical paper introduces the theoretical background to the study. It then presents the methodology section where a model that promotes learner autonomy is briefly described and, subsequently, the procedure section where the activities involved in the lesson plan are defined along with their relevance to learner autonomy. In the end, following the class observations, several implications and practical suggestions are provided.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43905012","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 investigates the bond between the learning advisors and advisees that is presumed to be established by building rapport in the very first advising session through the use of intentional reflective dialogues. Applying basic advising strategies with the assistance of a structured dialogue eases the process of building rapport between the learning advisors and learners. Investigating this bond in terms of discursive functions of the talk between the advisors and advisees during advising sessions gives the opportunity to explore the concept of building rapport from a linguistic perspective. With respect to methodology, a corpus-based discourse analysis was adopted, and the analysis was performed on the recorded and transcribed talks of eight participants in four different advising sessions. The results of the study confirmed that rapport between the advisors and advisees can be built even in the very first advising session employing various rapport-building discourse functions. The results also provide insight and useful feedback to the learning advisors in the field as well as being input for the advising discourse.
{"title":"Analyzing Advising Sessions for Rapport-Building Discursive Elements","authors":"A. Güler","doi":"10.37237/120302","DOIUrl":"https://doi.org/10.37237/120302","url":null,"abstract":"This study investigates the bond between the learning advisors and advisees that is presumed to be established by building rapport in the very first advising session through the use of intentional reflective dialogues. Applying basic advising strategies with the assistance of a structured dialogue eases the process of building rapport between the learning advisors and learners. Investigating this bond in terms of discursive functions of the talk between the advisors and advisees during advising sessions gives the opportunity to explore the concept of building rapport from a linguistic perspective. With respect to methodology, a corpus-based discourse analysis was adopted, and the analysis was performed on the recorded and transcribed talks of eight participants in four different advising sessions. The results of the study confirmed that rapport between the advisors and advisees can be built even in the very first advising session employing various rapport-building discourse functions. The results also provide insight and useful feedback to the learning advisors in the field as well as being input for the advising discourse.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48134582","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}
The global pandemic forced educational institutions worldwide to adapt to a new, fully online concept of education and a rapid digitalization to keep providing their services to learners. This paper reports on the digitalization process of the Independent Learning Center (ILC) and the Learning Advisory Program (LAP) unit at Ankara Yildirim Beyazit University (AYBU), Turkey. The interrelated digitalization stories of the two units include the provision of learning resources and activities to learners with digital tools and their responses to the new format. Despite the challenges involved, the ILC has offered a considerably higher number of extracurricular activities than in face-to-face education days and reached a higher number of learners in the 2020-2021 academic year. As for the LAP, the participants’ reflections showed how opportunities for offering engaging activities in the LAP created a cascading impact of affordances for both the individual learners and the members of the larger community.
{"title":"The Digitalization of Self-Access and Advising Services in Times of a Global Pandemic","authors":"Tarık Uzun, Gamze Güven-Yalçın","doi":"10.37237/120305","DOIUrl":"https://doi.org/10.37237/120305","url":null,"abstract":"The global pandemic forced educational institutions worldwide to adapt to a new, fully online concept of education and a rapid digitalization to keep providing their services to learners. This paper reports on the digitalization process of the Independent Learning Center (ILC) and the Learning Advisory Program (LAP) unit at Ankara Yildirim Beyazit University (AYBU), Turkey. The interrelated digitalization stories of the two units include the provision of learning resources and activities to learners with digital tools and their responses to the new format. Despite the challenges involved, the ILC has offered a considerably higher number of extracurricular activities than in face-to-face education days and reached a higher number of learners in the 2020-2021 academic year. As for the LAP, the participants’ reflections showed how opportunities for offering engaging activities in the LAP created a cascading impact of affordances for both the individual learners and the members of the larger community.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42214555","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}
Advising in language learning (ALL) can be defined as “the process of helping someone become an effective, aware, and reflective language learner” (Kato & Mynard, 2016, p. 1). In order to promote learner autonomy, a learning advisor conducts an intentionally structured reflective dialogue, the purpose of which is to engage the learner in reflective processes so that the learner can reach a deeper sense of understanding and control of language learning (Carson & Mynard, 2012; Kato & Mynard, 2016). The main role of the learning advisor in this process is to “activate learners’ reflective processes through a one-to-one dialogue” (Kato & Mynard, 2016, p. 104). To encourage active and critical reflection, learning advisors need to be provided with proper training. The purpose of this paper is to explore the perceptions of the experienced English language teachers regarding the effectiveness of the learning advisory training program (LATP) they have attended and its effects on the teachers’ professional and personal lives. To achieve this aim, both quantitative and qualitative data were collected through questionnaires and interview findings. The results suggest that the teachers who attended the LATP developed a deeper awareness of how to promote learner autonomy.
{"title":"Perceptions of English Language Instructors on the Effectiveness of Learning Advisory Training Programme (LATP)","authors":"Hülya Şen, Mümin Şen","doi":"10.37237/120304","DOIUrl":"https://doi.org/10.37237/120304","url":null,"abstract":"Advising in language learning (ALL) can be defined as “the process of helping someone become an effective, aware, and reflective language learner” (Kato & Mynard, 2016, p. 1). In order to promote learner autonomy, a learning advisor conducts an intentionally structured reflective dialogue, the purpose of which is to engage the learner in reflective processes so that the learner can reach a deeper sense of understanding and control of language learning (Carson & Mynard, 2012; Kato & Mynard, 2016). The main role of the learning advisor in this process is to “activate learners’ reflective processes through a one-to-one dialogue” (Kato & Mynard, 2016, p. 104). To encourage active and critical reflection, learning advisors need to be provided with proper training. The purpose of this paper is to explore the perceptions of the experienced English language teachers regarding the effectiveness of the learning advisory training program (LATP) they have attended and its effects on the teachers’ professional and personal lives. To achieve this aim, both quantitative and qualitative data were collected through questionnaires and interview findings. The results suggest that the teachers who attended the LATP developed a deeper awareness of how to promote learner autonomy.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49413264","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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