Editorial

Abstract

We are excited to announce that Volume 2 Issue 1 of Relay Journal has been published. In this issue, we explore the interplay between a number of individual difference (ID) factors and autonomy in three featured articles. In addition, this issue is packed with case studies, and project and research reports on a range of issues related to learner and teacher autonomy. The publication of this issue comes to fruition because of the collaborative efforts of our editorial team and reviewers who have selflessly devoted their time to proofreading and reviewing articles. Their contributions not only uphold the quality of the articles published in the journal but also facilitate the dialogic, professional exchange in the field of learner/teacher autonomy. Adhering to the post-publication peer review system of Relay Journal, we encourage you to not only read the articles and comments which are publicly available, but also participate in this professional dialogue by offering your own reflections and feedback. Lastly, we would like to express our appreciation to the Research Institute for Learner Autonomy Education (RIILAE) at Kanda University of International Studies, which makes the experience of editing this issue so enjoyable by offering timely editorial and administrative support throughout the process.