Introduction

The contents for this general issue range from practices of students who are learning languages beyond the classroom, learning strategies favoured by self-regulated learners, one-on-one coaching to help learners transition to self-access environments, engaging learners in a ‘7-Day Challenge’ to introduce them to self-directed learning, provisions for languages other than English in self-access centres in Japan, and facilitator reflections on a ‘Maker Conversation’ project in a SALC. The range of topics highlights the increasingly diverse areas of research related to self-access learning.