Abstract
The current issue contains five diverse papers from colleagues based in Japan, Pakistan and New Zealand. The contributions examine self access through the lenses of extensive reading, advising, study abroad, and online environments.
Highlights
This article may be used for research, teaching and private study purposes
The current issue contains five diverse papers from colleagues based in Japan, Pakistan and New Zealand
The first paper by Shinobu Nakamura from Musashi University in Japan examines the implementation of an extensive reading class in terms of effects on students’ reading and listening skills
Summary
This article may be used for research, teaching and private study purposes. Please contact the authors for permission to re-print elsewhere. Editorial Jo Mynard, Kanda University of International Studies, Japan Corresponding author: editor@sisaljournal.org Publication date: March, 2018. Studies in Self-Access Learning Journal, 9(1), 1-2. This article may be used for research, teaching and private study purposes.
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