Abstract
Welcome to the September 2019 issue of SiSAL Journal which contains five regular papers. The first paper by Dominic G. Edsall who is based at Ritsumeikan University, Japan and UCL Institute of Education, UK. Edsall explores how game theory (Osborne, 2004) can be applied to the design and management of self-access learning activities. The author discusses some of the basic principles by using theoretical examples to explore issues of autonomy and motivation from the unique perspective of costs and rewards.
Highlights
SiSAL Journal Vol 10, No 3, September 2019, 220-222 Volume 10, Number 3, September 2019 Edited by Jo Mynard
The third paper, Phoebe Lyon and Amber Barr from Kanda University of International Studies in Japan report on a study designed to understand selection criteria adopted by Japanese learners of English when using graded readers
Notes on the Editor Jo Mynard is a Professor in the English Department, Director of the Self-Access Learning Center, and Director of the Research Institute for Learner Autonomy Education at Kanda University of International Studies in Chiba, Japan
Summary
Studies in Self-Access Learning Journal, 10(3), 220-222. This article may be used for research, teaching and private study purposes. SiSAL Journal Vol 10, No 3, September 2019, 220-222 Volume 10, Number 3, September 2019 Edited by Jo Mynard A Game Theory Perspective on Self-Access Learning by Dominic G.
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