Studies in Self-Access Learning Journal最新文献_第2页

Self-Directed Learning of Malay Undergraduate Students 马来本科学生自主学习

Studies in Self-Access Learning Journal Pub Date : 2023-09-19 DOI: 10.37237/140302

Badli Esham Ahmad, Zuria Akmal Saad, Azwan Shah Aminuddin, Mohd Amli Abdullah

引用次数: 0

Language Learning in the Far North of Europe: Attending EUROCALL 2023 and Exploring the University of Iceland 远北欧洲的语言学习:参加EUROCALL 2023并探索冰岛大学

Studies in Self-Access Learning Journal Pub Date : 2023-09-19 DOI: 10.37237/140310

Jo Mynard

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Review and Reflection of JASAL Online Student Forum 2023 JASAL在线学生论坛2023回顾与思考

Studies in Self-Access Learning Journal Pub Date : 2023-09-19 DOI: 10.37237/140309

Shiira Imada

引用次数: 0

Simple and Effective Advising Practice: A Semi-Structured Advising Program for Japanese EFL Learners 简单有效的辅导实践:日本英语学习者半结构化辅导课程

Studies in Self-Access Learning Journal Pub Date : 2023-09-19 DOI: 10.37237/140305

Toshinori Yasuda

{"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}

引用次数: 0

Learner Perezhivanie and Mutual Advisor-Advisee Development Through Advising: A Longitudinal Case Study of JSL Learner 通过辅导实现学习者自我发展与导师与被导师的相互发展:JSL学习者的纵向个案研究

Studies in Self-Access Learning Journal Pub Date : 2023-09-19 DOI: 10.37237/140304

Ryo Moriya

{"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}

引用次数: 0

Readiness in Communicating in English as a Second Language 英语作为第二语言进行交流的能力

Studies in Self-Access Learning Journal Pub Date : 2023-09-19 DOI: 10.37237/140308

Leoncio P. Olobia

引用次数: 0

Autonomy-Based Listening: Vietnamese University Students’ Perceptions of Self-Access Web-Based Listening Practices 自主听力:越南大学生对自主网络听力练习的认知

Studies in Self-Access Learning Journal Pub Date : 2023-09-19 DOI: 10.37237/140303

Thi Mai Vy Luu

{"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}

引用次数: 0

Self-Regulation Strategies in Online EFL/ESL Learning: A Systematic Review 在线英语/ESL学习中的自我调节策略:系统回顾

IF 0.8

Studies in Self-Access Learning Journal Pub Date : 2023-06-30 DOI: 10.37237/140203

Şadıman Hunutlu

{"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}

引用次数: 1

Supporting the Transition to Self-Directed Learning in ESL: A Coaching Intervention 支持ESL向自主学习过渡:教练干预

IF 0.8

Studies in Self-Access Learning Journal Pub Date : 2023-06-30 DOI: 10.37237/140204

C. Mitchell

引用次数: 1

Linguistic Diversity in Self-Access Learning Spaces in Japan: A Growing Role for Languages Other than English? 日本自主学习空间中的语言多样性:非英语语言的作用越来越大?

IF 0.8

Studies in Self-Access Learning Journal Pub Date : 2023-06-30 DOI: 10.37237/140206

Katherine Thirnton

{"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}

引用次数: 0