Self-access Language Learning Research Articles

“My Japanese is Blue, Because it Makes Me Blue”: Centering Emotion in Language Practices Through Language Mapping

Since the social turn in applied linguistics, there has been growing interest in the role of emotion in language practices. This role is especially relevant to self-access language learning in terms of how it influences learner autonomy and motivation. With its focus on autonomy and sociality, self-access learning offers unique affordances for facilitating learner and advisor awareness of emotion in language learning. To this end, this study used an arts-based method, language mapping, for learners to express their language practices in multimodal ways. Language mapping integrates body mapping and language portraits methods to catalyze individual and group reflection anchored by embodied, emotional experiences. The researchers collaborated with a Japanese university self-access language learning center to engage seven volunteer participants in a series of two workshops. Data were gathered through participants’ language maps, narratives shared in workshops, and questionnaire responses. Findings highlight the potential of language mapping in exploring learners’ affective connections to their named languages. While mother tongues were generally portrayed as comforting, vivid, default, and unconscious, relationships to learned languages were represented through more diverse visual and verbal metaphors. Key pedagogical considerations include the impact of exemplars and group processes.

“My Japanese is Blue, Because it Makes Me Blue”: Centering Emotion in Language Practices Through Language Mapping

Since the social turn in applied linguistics, there has been growing interest in the role of emotion in language practices. This role is especially relevant to self-access language learning in terms of how it influences learner autonomy and motivation. With its focus on autonomy and sociality, self-access learning offers unique affordances for facilitating learner and advisor awareness of emotion in language learning. To this end, this study used an arts-based method, language mapping, for learners to express their language practices in multimodal ways. Language mapping integrates body mapping and language portraits methods to catalyze individual and group reflection anchored by embodied, emotional experiences. The researchers collaborated with a Japanese university self-access language learning center to engage seven volunteer participants in a series of two workshops. Data were gathered through participants’ language maps, narratives shared in workshops, and questionnaire responses. Findings highlight the potential of language mapping in exploring learners’ affective connections to their named languages. While mother tongues were generally portrayed as comforting, vivid, default, and unconscious, relationships to learned languages were represented through more diverse visual and verbal metaphors. Key pedagogical considerations include the impact of exemplars and group processes.

Self-Access Language Learning Support in Europe: Observations and Current Practices

This research examined the practices and spaces for self-access language learning (SALL) support, such as self-access learning centers (SALCs), learning resources, other learning spaces, advising, learner development, and social learning opportunities in leading institutions in Europe. The researcher analyzed how language learner support is conceptualized, operationalized, and evaluated at three institutions in Italy and one in Germany. The research was conducted through systematic observations during site visits, document analyses, and semi-structured interviews with staff and students in the four institutions. The researcher also drew on findings from the recent literature, insights from recent conference presentations, and discussions with colleagues based elsewhere in Europe to make observations about current trends in SALL in Europe. Six themes emerged from a thematic analysis of this data. The research offers perspectives for students and teachers interested in supporting learning outside the classroom in Europe and elsewhere.

There is Something About Affirming SALL: An Everhard and Gardner and Miller Review

This article reviews Everhard’s (2022) response to Gardner and Miller (2021), which included her position on the evolution and growth of self-access language learning (SALL), her reflections on Gardner and Miller’s (1999) seminal self-access handbook, and the possible futures of SALL. I concur with Everhard and her response to Gardner and Miller (1999; 2021) that the future success of self-access learning centers (SALCs) is uncertain because of technological advances in learning spaces and materials. Moreover, Everhard and Gardner and Miller (2021) noted a trend of reappropriating SALC spaces for other academic projects and uses of the structures. However, I also agree with Everhard and Gardner and Miller (2021) that there is something about SALL; it may not be the same as we know it in the future. The reason is that SALL adapts to its users, so SALCs will most likely survive if their institutions support them. However, there will undoubtedly be more automatized services and fewer faculty and staff to support learners.

Autonomy-Based Listening: Vietnamese University Students’ Perceptions of Self-Access Web-Based Listening Practices

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.

Language Learning in the Far North of Europe: Attending EUROCALL 2023 and Exploring the University of Iceland

This year’s EUROCALL conference was held at the University of Iceland in Reykjavik from the 15th to the 18th of August, 2023. In this short review, the author comments on some of her takeaways from the conference, especially for the field of self-access language learning. The author also comments on the support available to language learners outside the classroom at the University.

Institutionalised autonomisation of language learning in a French language centre

Abstract The UFR Lansad (Language centre teaching languages to specialists of other disciplines) was created in 2014 at the University of Lorraine. The process leading to its creation was led by a small number of teachers and researchers, from the pre-existing teams of the previous Lorraine universities (Molle et al. 2019). It is the result of didactic reflection and expertise, which convinced the University board to set up a structure dedicated to foreign language teaching. After several evolutions, the newly-created structure positioned itself as a policy maker in language teaching. Finally, the university board asked the UFR to set up a language training model that could be implemented throughout the institution. This training model involves blended-learning systems that emphasise the concepts of self-directed learning and autonomy and gives a central role to the EDOlang platform and the self-access centres since “part of the research and practice on learner autonomy is situated in self-access language learning settings” (Chateau and Tassinari 2021: 53). After a brief history of the creation of the UFR, the article focuses on this model, inspired by research carried out within the CRAPEL team (Guèly et al. 2021; Holec 2000). It also describes how the model is the result of the dissemination of innovative training courses implemented through action research over the last ten years (Chateau and Zumbihl 2010, 2012; Chateau and Bailly 2021). Furthermore, the paper explains how the institutional recognition of the training framework illustrates the need to promote a strong link between research and training.

Introduction

This is a special issue of SiSAL journal on the theme of online consultations and advising in self-access. We are delighted to feature papers from Australia, Hong Kong, Japan and Malaysia. The first four papers explore the themes of online consultations and advising sessions in university contexts. The fifth paper documents the author’s self-directed learning of French and several other languages as part of our column Ethnographies of self-access language learning.

Digital Classroom Mise en Scène during Covid-19 Era: The case of Tlemcen University, Algeria

The current growth of E-learning as a viable technique signals a shift from the traditional teacher-centred classroom to a learner-centred one. The concepts of autonomous learning, independent decision-making, time and space flexibility, and teachers' evolving roles from instructors to facilitators are all well represented in the E-learning context. Our students belong to the digital generation, and no one can deny that we spend most of our time in front of our screens, exchanging via social networks or emails. Electronic devices speed up communication and leave behind face-to-face communication, which is a primary aspect to consider, mainly during lockdown (pandemic) in social communication in general and in an educational context in particular. As a result, it is interesting to investigate how distance learning increase/decrease students' self-learning abilities during the COVID-19 pandemic and the main issues students and teachers face through online education. The present research, an exploratory case study, was conducted at the University of Tlemcen, Department of English, through E-questionnaire to investigate how learning/teaching occurs as a hybrid process that starts in the classroom and continues online. Our findings highlight the importance of Self-Regulated Learning (SRL) in autonomous learning circumstances, such as remote learning, even though the generalizability of our findings has some limitations due to the cross-sectional character of the study and the sampling technique. As a result, fostering SRL should be a top focus in the physical classroom and online education. Self-access language learning centres allow students to learn in a self-directed manner to meet various learning objectives.

Introduction

This is a general issue of SiSAL Journal featuring papers from authors based in The Kingdom of Saudi Arabia, Spain, Japan, Thailand and Hong Kong - all on the theme of self-access language learning.

Online Self Access Language Learning Among SLLs in Malaysia and Indonesia Amid Covid 19 Pandemic

During this pandemic of Covid 19, learning face to face took a different turn. The higher institutions were obligated to resort to online learning. Academicians and undergraduates had to ‘jump on the bandwagon and be ready without thorough preparation. The main aim of this study was to find out the Malaysian and Indonesian undergraduate students’ (SLL) perceptions and behaviors related to self-access language learning. An online survey was conducted to collect the information from online and online distance learning students. A structural questionnaire link using survey monkey was sent to students through WhatsApp. The simple percentage distribution was used to assess the learning status of the study participants. From the study, results yielded that 70% of learners were involved in online and online distance learning actively. Most learners used smartphones during their online learning. Students face various problems related to depression anxiety, poor internet connectivity, and an unfavorable study environment at home. Students from remote areas and marginalized sections mainly face enormous challenges for study during this pandemic. This study suggests targeted interventions to create a positive space for study among students from the vulnerable section of society.

Self-Determination Theory: A Proposed Framework for Self-Access Language Learning

The field of self-access language learning (SALL), which is an established way of supporting language learners outside the classroom through the provision of resources and spaces, spans more than five decades and is currently in a phase that Mynard (2019a) refers to as the ‘basic psychological needs and wellbeing’ phase. This is a turning point in SALL wherein the focus has shifted towards the need for (more explicitly) facilitating an autonomy-supportive environment outside the classroom. This focus supports language learners’ needs for autonomy, relatedness and competence, and as such, aims to provide the conditions needed to foster language learning in an environment in which they can thrive and grow in psychologically healthy ways (Ryan & Deci, 2020). In this theoretical article, the authors make a case for using self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2017) as an overarching framework for future developments in the field of SALL. The article gives an overview of four key SALL support systems, showing how they can fulfil students’ basic psychological needs. These four key support systems are: advising in language learning; structured awareness raising; conversation lounges; and interest-based, student-led learning communities.

Launching a Tutoring System Within a Restructured Self-Access Language Learning Center in Japan Amidst a Pandemic

This paper examines the inaugural year of a rebranded and restructured self-access learning center (SALC), launched at a provincial university in Japan towards the beginning of the COVID-19 pandemic, with a focus on implementing, promoting, and managing a tutoring system, both online and face-to-face, while facing the challenges and limitations imposed by the pandemic. Even though the pandemic has forced most traditional face-to-face classes and on-campus activities online, there is still little research concerning online self-access services in Japan, as also noted by Davies et al. (2020). Existing research on SALL in the pandemic tends to focus on well-established SALCs. This paper aims to fill this gap in the literature by also discussing the challenges of online tutoring and revealing the solutions to overcome those challenges over the course of a whole academic year in a new SALC. Finally, it hopes to provide an insight into the management process, together with the administrative challenges faced by the researcher, acting as the sole tutor and coordinator of the SALC.

Learning Space Design and Usage in Self-Access Language Learning: Report on the Japan Association for Self-Access Learning (JASAL) Conference, 2021

Learning Space Design and Usage in Self-Access Language Learning: Report on the Japan Association for Self-Access Learning (JASAL) Conference, 2021

Learning English with the mobile language learning application 'Duolingo': the experiences of three working adults at different proficiency levels

Duolingo, one of the most popular mobile applications for English learning, has been studied extensively to assess the effectiveness of Duolingo-Assisted Language Learning (DALL). However, most studies have focused on learning outcomes, few have discussed the learning process, and even fewer have investigated working adults. Accordingly, the present study investigated the DALL experiences of three Chinese working adults who graduated from colleges and continued to learn English for various purposes. The three who were at the basic, intermediate and advanced levels had been learning English with Duolingo for a month. Throughout this month, they reported their learning experiences through think-aloud protocols and reflective learning logs, after which they were interviewed. The results indicated that the basic-level learner used more strategies than the intermediate- and advanced-level learners, which enriched the literature. All three participants showed generally positive perceptions of Duolingo. They moved up to higher course levels after one-month Duolingo learning, indicating that language learners may consider using Duolingo for self-access language learning.

Language Education in Emergencies: A Systematic Review

In response to the Covid-19 pandemic, education systems around the globe suspended on-site classes and transitioned instruction to various remote environments, creating a distinctive context for teaching and learning. This systematic review brings together the available research in language education within the current emergency setting to examine the state of affairs, as well as the situation’s inherent challenges and opportunities for language learners and teachers. A total of 38 studies were collected to reflect the current trend, with 16 of these in-depth reviewed. Research focusing on learners was dominant. Most research was conducted at the tertiary level. The studies highlighted digital tools that are capable of engaging language learners in an interactive learning experience, though they are unable to replace face-to-face instruction. Outside-of-class support such as extra channels of communication, self-access language learning (SALL) materials, and advising in language learning (ALL) were all found to complement remote learning. It is recommended that teachers try to retain their teaching principles and put them into practice regardless of the abrupt transition. Teachers’ wellbeing can be promoted when teachers accept the changes and see them as opportunities.

Editorial

We are pleased to announce the publication of Volume 4, Issue 2 of Relay Journal. On June 25, 2021, the Research Institute for Learner Autonomy Education (RILAE) at Kanda University of International Studies (KUIS) held its sixth online LAb session: Landmarks in SALC Contexts: Thinking Back, Moving Forward (incidentally, recordings of the session can be viewed at https://kuis.kandagaigo.ac.jp/rilae/lab-sessions/6th-lab-session-friday-june-25th-2021/schedulelab6/). The timing of the session was chosen to coincide with the 20th anniversary of the opening of the Self-Access Learning Center (SALC) at KUIS, one of the most prominent self-access centers in Japan. The moment provided a timely opportunity to reflect on five decades of research in self-access language learning as well as other anniversaries of important milestones in the field of language learner autonomy, such as the 40th anniversary of the publication of Holec’s (1981) Autonomy on Foreign Language Learning. For this current issue of Relay Journal, in conjunction with the LAb session, we are fortunate to be able to present six articles focusing on the same themes as the event. Our two featured articles directly relate to the June event, and the other four articles address issues highly relevant to self-access contexts.

After “Establishing…”: Self-Access Learning Then, Now and Into the Future

This paper is a reflection looking back on the evolution of self-access language learning from the publication of Establishing Self-Access: From Theory to Practice (Gardner & Miller, 1999) until now, and then looking forward to consider its future. Our reflection is based on our personal involvement in the field, on our understanding of developments which have been related to us by colleagues and on the ongoing discussions in the ever-expanding literature. Our coverage is influenced by our own working experiences as teachers and academics in Hong Kong and as visitors to sites of self-access learning throughout the region and beyond. The paper starts with a review of self-access learning as it was implemented around the beginning of the millennium and the background to that approach. It then presents a reflection on changes that occurred in the following decades and finishes with a consideration of the place of self-access learning (if any) in the future.

Autonomy in language centres: myth or reality?

Abstract Autonomy in language learning is for many language centres in higher education a pedagogical goal. However, although autonomy is a concept that has been associated with language learning for almost 40 years, both the understanding of that concept and its implementation in classroom-settings and in self-access language centres vary considerably. In 2017 and 2018 the Cercles Focus Group on Autonomy worked on a survey that was circulated among Cercles language centres, in order to discover to what extent autonomy is part of the language curriculum. Approximately one fifth of the language centres answered the questionnaire, representing 18 different countries. The results of this survey show that autonomous learning schemes are provided in various centres in the form of self-access language learning modalities, blended learning, learning advising as support for independent and cooperative learning, tutoring and tandem learning. However, the understanding of the notion of autonomy and therefore the pedagogical practices vary considerably. In this article, we illustrate the results of the survey, highlight similarities and differences emerging from it, and critically reflect upon issues addressed by the answers. In addition, we briefly discuss the results of some interviews conducted after the survey with stakeholders at different language centres. Recommendations for the future conclude the paper.

Group Dynamics and Resilience in the Process of L2 Socialization: A Longitudinal Case Study of Japanese University Students Visiting an English Lounge

This paper documents the socialization process of beginner-level Japanese university students into an on-campus English lounge over a year. Although initially feeling highly stressed, ten out of 37 students successfully continued their bi-weekly visits to the English lounge over a full academic year by going there as a small group of three to four students. Although the visits were originally encouraged as part of their elective homework, two of them made frequent visits to the lounge beyond the homework requirement. The reflective journals which these ten students wrote after each visit provided an emic view of their socialization processes into the English lounge. The author conducted an inductive thematic analysis of these data. Among multiple findings, the most salient was that aspects of group dynamics served to increase their resilience, or their capacity to adapt under adversity, during their socialization processes. These findings may provide insights for those language instructors and self-access language learning center staff who are in the position to facilitate students to learn in such a second language (L2) use environment, as well as learners themselves who are struggling in such a learning environment.