scholarly journals Editorial

2011 ◽  
pp. 48-50
Keyword(s):  
Special Issue ◽  
Self Directed Learning ◽  
Emotional Involvement ◽  
Directed Learning

Welcome to the June, 2011 issue of SiSAL Journal. Learner involvement is relevant to self-access learning in a number of ways and this special issue will highlight three of them through its contributions. Firstly, there is a learner’s involvement in his or or her own self-directed learning. Secondly, there is the emotional involvement with learning. Thirdly, there is learner involvement in the actual running of a self-access centre.

scholarly journals Introduction to the Special Issue

2021 ◽  
pp. 190-194
Keyword(s):  
Interest Group ◽  
Special Interest ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Languages ◽  
Special Issue ◽  
Self Directed Learning ◽  
Face To Face ◽  
Directed Learning ◽  
Education Conference

Self-Directed Learning and Advising in Language Education Conference organized by IATEFL Learner Autonomy Special Interest Group (LASIG) and Ankara Yildirim Beyazit University School of Foreign Languages, Turkey (AYBU SFL) took place online on 24 April 2021. It was originally planned as a face-to-face event in 2019, yet it was postponed to a later date due to the global outbreak of the Coronavirus pandemic.

scholarly journals Editorial: Special Issue on Supporting Self-directed Learning

2013 ◽  
pp. 70-72
Keyword(s):  
Online Courses ◽  
Independent Study ◽  
Special Issue ◽  
Self Directed Learning ◽  
Face To Face ◽  
Learning Modules ◽  
Language Class ◽  
Editorial Special Issue ◽  
Directed Learning ◽  
Awareness Raising

Welcome to issue 4(2), June, 2013 which is a special issue on “supporting self-directed learning”. As professionals working in the field of self-access learning, we know that simply providing a self-access centre and expecting learners to become autonomous and engaged in self-directed study without help is unrealistic (Benson, 2011). Educators worldwide are providing support for learners in developing their self-directed learning skills in various ways: as part of a language class, as a stand-alone awareness-raising course, as self-directed learning modules outside class, through portfolio-based independent study, through online courses, through workshops offered by a self-access centre, and through face-to-face and written advising. This special issue looks at reasons why support for self-directed learning is needed, and provides examples of ways in which structured support is given.

scholarly journals The Importance of Affective Factors in Self-Access Language Learning Courses

2011 ◽  
pp. 91-96 ◽  
Author(s):  
Sergio Valdivia ◽  
David McLoughlin ◽  
Jo Mynard
Keyword(s):  
Language Learning ◽  
Self Directed Learning ◽  
Emotional Involvement ◽  
Change Over Time ◽  
Learning Modules ◽  
Affective Factors ◽  
Short Summary ◽  
Directed Learning ◽  
Over Time

In this short summary, we investigate the importance of learners’ emotional involvement in self-directed learning. We begin by briefly examining the literature related to affective factors in self-access language learning. We then describe two examples of institutions with self-access centres that place particular importance on affective factors in courses of self-directed study. The first example is in a university in Japan, where affective strategies are introduced through self-directed learning modules. The second example is in a university in Mexico, where educators are investigating how feelings about self-access language learning can change over time.

scholarly journals Editorial

2011 ◽  
pp. 1-3
Keyword(s):  
Language Skill ◽  
Skills Development ◽  
Special Issue ◽  
Self Directed Learning ◽  
Linguistic Development ◽  
Skill Area ◽  
Directed Learning

Welcome to the March 2011 issue of SiSAL Journal, a special issue on skills development and practice in the field of self-access learning. We received a number of interesting submissions related to language skill areas as we had hoped. In addition, some contributors interpreted the theme in a broader sense and this has led to this very interesting and varied issue. Self-directed learning is an important skill area, particularly in the context of self-access learning. So, as you will see, we touch on both linguistic and non-linguistic development in outside class learning.

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