Introduction
Welcome to the Final issue of SiSAL journal for 2023. It was our pleasure to work with authors from diverse countries. This issue contains three papers in the main section, one paper in the Ethnographies of Self-Access section, and three reviews (edited by Hisako Yamashita). Contributors are based i...
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| Format: | Article |
| Language: | English |
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Kanda University of International Studies
2023-12-01
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| Series: | Studies in Self-Access Learning Journal |
| Online Access: | https://sisaljournal.org/archives/vol14/dec23/introduction/ |
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| _version_ | 1846141897679044608 |
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| author | Jo Mynard |
| author_facet | Jo Mynard |
| author_sort | Jo Mynard |
| collection | DOAJ |
| description | Welcome to the Final issue of SiSAL journal for 2023. It was our pleasure to work with authors from diverse countries. This issue contains three papers in the main section, one paper in the Ethnographies of Self-Access section, and three reviews (edited by Hisako Yamashita). Contributors are based in India, Indonesia, Oman, the Philippines, and Thailand.
Although this is a general issue, technology is a prominent theme in the contributions. The three studies featured in the main section use different research approaches to investigate the role that technology plays in language learning. The student experience was generally positive in all three studies, and the featured application or approach improved learning. Although the three studies were concerned with in-class research rather than self-access, they showed that technology use improved students’ awareness of self-regulatory processes essential for self-access learning. In addition, as the three studies show, it is important to introduce technology in classroom settings that can also be applied to self-access learning, particularly focusing on self-regulation skills. Technology is also mentioned in the autoethnographic piece and features in two of the reviews. Although technology use is, to some extent, now normalized in self-access learning, we certainly need more empirical evidence that demonstrates how technology contributes to learning. |
| format | Article |
| id | doaj-art-6a13b859bd334993aeef7a8990c3cc6d |
| institution | Kabale University |
| issn | 2185-3762 |
| language | English |
| publishDate | 2023-12-01 |
| publisher | Kanda University of International Studies |
| record_format | Article |
| series | Studies in Self-Access Learning Journal |
| spelling | doaj-art-6a13b859bd334993aeef7a8990c3cc6d2024-12-04T03:21:31ZengKanda University of International StudiesStudies in Self-Access Learning Journal2185-37622023-12-01144411414https://doi.org/10.37237/140401IntroductionJo Mynard0https://orcid.org/0000-0003-0363-6461Kanda University of International Studies, Chiba, JapanWelcome to the Final issue of SiSAL journal for 2023. It was our pleasure to work with authors from diverse countries. This issue contains three papers in the main section, one paper in the Ethnographies of Self-Access section, and three reviews (edited by Hisako Yamashita). Contributors are based in India, Indonesia, Oman, the Philippines, and Thailand. Although this is a general issue, technology is a prominent theme in the contributions. The three studies featured in the main section use different research approaches to investigate the role that technology plays in language learning. The student experience was generally positive in all three studies, and the featured application or approach improved learning. Although the three studies were concerned with in-class research rather than self-access, they showed that technology use improved students’ awareness of self-regulatory processes essential for self-access learning. In addition, as the three studies show, it is important to introduce technology in classroom settings that can also be applied to self-access learning, particularly focusing on self-regulation skills. Technology is also mentioned in the autoethnographic piece and features in two of the reviews. Although technology use is, to some extent, now normalized in self-access learning, we certainly need more empirical evidence that demonstrates how technology contributes to learning.https://sisaljournal.org/archives/vol14/dec23/introduction/ |
| spellingShingle | Jo Mynard Introduction Studies in Self-Access Learning Journal |
| title | Introduction |
| title_full | Introduction |
| title_fullStr | Introduction |
| title_full_unstemmed | Introduction |
| title_short | Introduction |
| title_sort | introduction |
| url | https://sisaljournal.org/archives/vol14/dec23/introduction/ |
| work_keys_str_mv | AT jomynard introduction |