JASAL 2019 Annual Conference Conference Programme New Beginnings Saturday, November 30, 2019 & Sunday, December 1, 2019 Otemon Gakuin University (Osaka)
Welcome! The Japan Associa on for Self-Access Learning (JASAL) is very pleased to invite you to join the JASAL 2019 Annual Conference. The aim of the conference is to bring together prac oners, administrators, and students involved in the field of self-access learning across Japan and beyond to share our innova ve prac ces, to learn from each other, and to inspire each other to expand this field in Japanese ins tu ons. Please join us for the plenary talk, and a wide variety of presenta ons. We hope that you will have a frui ul day learning about ini a ves at other ins tu ons, par cipa ng in discussions, and mee ng many like-minded colleagues! Last but not least, we are very thankful to Otemon Gakuin University for suppor ng us in holding this conference.
ようこそJASAL 日本自律学習学会の年次大会2019へお越しくださいました。本大会は、セルフアクセスラーニ ングや自律学習教育に携わっている全国・海外からの教育関係者やセルフアクセスセンターで活動を行なって いる学生が集い、各教育現場での斬新なアイデアの実践報告、研究発表、ディスカッションなどが一日半を通 して行われます。本日が、お一人お一人にとって有意義な時間となれば幸いです。最後になりましたが、本大 会の開催にあたりまして、追手門学院大学の関係者の皆様に厚く御礼申し上げます。
JASAL Board Clair Taylor (President) Rob Werner (Publicity) Branden Kirchmeyer (Treasurer) Umida Ashurova (Membership Chair) Joe Tomei (Publication Co-Chair) Mutsumi Kawasaki (Publication Co-Chair) Katherine Thornton (Events Coordinator) Hisako Yamashita (Student Involvement Coordinator)
JASAL2019 Conference Chair: Katherine Thornton Otemon On-site Organising Committee: Ayako Ueda, Kris Romanoff
Pre-Conference SAC Tours We will visit 2 SACs in Osaka.
Date: Friday, November 29 Time: 15:00-18:15 1) Ritsumeikan University Osaka Ibaraki Campus Beyond Borders Plaza (BBP) 2) Otemon Gakuin University Ai Campus E-CO (English Cafe at Otemon) Quick Guide to the JASAL2019 Conference Registration Pre-registration: Late or On-site registration: JASAL Members: ¥2500 (Saturday lunch included) / ¥3000 (Saturday lunch NOT included) Non-members: ¥3000 (Saturday lunch included) / ¥3500 (Saturday lunch NOT included) Undergraduate students: ¥500 (Saturday lunch included) / ¥0 (Saturday lunch NOT included)
Lunch Saturday Lunch: Lunch is provided to participants who pre-registered (by November 1st). For those who missed the pre-registration period, it is possible to purchase lunch from the cafeteria on Saturday. There is also a convenience store on campus, or you may bring your own food.
Sunday Networking Lunch Bento (Optional) A Lunch Bento is provided to participants who registered for and made advanced payment by November 1st (Non-Refundable). Wrap up the conference by eating a bento lunch on-site with other participants.
Family Space A small Family Space is provided in Global Studio where your partner and child(ren) can relax while you enjoy the conference. It’s free of charge. There are also two small parks only two-minutes’ walk from the venue.
Administrators’ Forum 職員フォーラム (14:00-15:00, A473) This forum provides a time for SAC administrators to get together and discuss common issues facing them in managing SACs effectively.
Student Forum 学生フォーラム (15:30-17:00, Global Studio) In this forum, SAC student staff from some universi es who par cipated in the Student Conference will present posters about the progress of their ac on plans to improve their respec ve SACs, and share and exchange ideas. This forum is open to everyone. Any student can join! Teachers/Advisors and administra ve staff are also very welcome to join or pop in.
Evening Networking Reception Saturday evening, 6 p.m. (Not open to undergraduate students) ¥4,500 (Advanced payment by November 1st. Non-Refundable. Venue: 藁焼き 個室居酒屋 た藁や 茨木店 1-2-10 Ekimae, Ibaraki, Osaka 567-0888 Tel:072-697-9080 https://goo.gl/maps/bEcg5edqSkscaqxB6
Student Volunteer Staff There will be student volunteer staff available to help you navigate JASAL2019. They will be assisting in a variety of ways, including with the reception, refreshments, ushering, and other conference support. They can assist you either in Japanese or English.
2 Please note that smoking is prohibited on Otemon Sojiji Campus. Conference Spaces on Sojiji Campus
1F Registration Plenary Poster Session Student Forum Sunday Presentations Family Area
To JR Sojiji Station
4th Floor
Saturday Presentations
2nd Floor
Sunday Presentations
3 Plenary Talk 10:00-11:00 Presentation Studio
Stepping Back, Stepping Out and Moving Forward: SALCs as drivers of future focused education Dr. Luke Carson, Hiroshima City University
In line with the conference theme of ‘New Beginnings’, this plenary takes the start of a new era, the Reiwa era in Japan, as its inspiration. Rather than focusing on a specific aspect of SALCs themselves, this discussion takes a step back from the day-to-day realities of working within and developing learning spaces, and focuses rather on larger movements happening in society, with a view to what these mean for what SALCs could or should be.
Exponential change and globalisation are powerful aspects of our present and future existence that arguably require significant adjustments to educational models. My talk will make the case for a transdisciplinary approach to understanding and tackling this situation from the perspective of learner development and future needs. This discussion will be situated in the cultural context of Japan and its education systems.
In their short history in Japan, SALCs have been a driver for educational change. Although no two SALC are the same, this plenary makes the argument that they can play a central role in promoting and developing future-focused education within their institutions. I will then share with you what I have learned from these studies and the implications for the development, management and day-to-day operation of self-access learning facilities.
Bio Dr. Luke Carson is an Associate Professor in the International Studies Faculty at Hiroshima City University. He also serves as a PhD and doctoral supervisor in the area of learning for a number of universities. Dr. Carson has been involved in Self-Access language learning for the past two decades, working across a variety of SALCs as a Learning Advisor, a SALC coordinator, and a SALC consultant. These experiences have involved developing new SALCs, designing and delivering the educational programmes and opportunities available, the training of staff and the administration of the centres themselves. Examples of his publications in this area are: Mynard, J., & Carson, L. (2012). (Eds.). Advising in language learning: Dialogue, tools and context. London, UK: Longman. Carson, L. (2012). Developing a deeper understanding of learning processing during unguided learning tasks. Studies in Self-Access Learning, 3(1), 6-23. Retrieved from https://sisaljournal.org/archives/march12/carson/ Carson, L. (2015). Human resources as a primary consideration for learning space creation. Studies in Self- Access Learning, 6(2), 245-253. Retrieved from https://sisaljournal.org/archives/jun15/carson/ Carson, L. (Forthcoming, 2020). Inside the independent learning experience: Cognition, metacognition, and emotion. Educational Psychology Series. London, UK: Routledge.
4 JASAL2019 Conference Schedule Saturday, November 30, 2019
9:00-9:45 Registration (1F, Global Studio)
9:45-10:00 Opening Remarks (1F, Presentation Studio)
Plenary Talk by Dr. Luke Carson (1F, Presentation Studio) 10:00-11:00 “Stepping Back, Stepping Out and Moving Forward: SALCs as Drivers of Future-Focused Education” 11:00-11:15 11:00-11:15 Coffee Break (WIL Hall) A-471 A-472 A-473 A-481
Supporting Students New Project “e- Understanding Promotion From Zero to Hero: How We Through a More Inclusive confidence” Yanagita & and Prevention Systems in Increased the Users of Our 11:20-11:45 Language Policy Miyamoto
Our New Project: English What Student Staff can Enhancing EFL Student Expanding the Reach of 11:50-12:15 Marathon and ALL Rooms Develop for NINJA Motivation for Greater SACs: Finding Opportunities Hamada, Toyoshima, Sato, Sasaki, Takenaka, Self-Access Learning for Bridge Building on Pres.2 Ito Terasawa, Kaneko
12:20-13:30 12:20-13:30 Lunch (Cafeteria)
Global Studio A-472 A-473 A-481
A Fresh Perspective for Introducing New Roles for New Beginnings for Teachers 13:30-13:55 “How Do I Improve My Student Workers: An and Learners: Tapping into Pres. 3 English” Administrator’s Approach Emotions in Self-Access Workshop Poster Session 1 Humphrey Yamamoto Learning (Workshop) (13:30-14:15) (13:30 - 14:15) Mynard & Shelton-Strong SAC Administrators’ Forum 14:00-14:55 SAC職員フォーラム Forum (14:00-14:55)
Poster Session 2 Looking Through Borrowed Is it a SALC? A Case Study of Lenses: Toward a the Global Commons at 14:30-14:55 (14:15-15:00) Definition of Learner Kyoto Sangyo University Pres. 4 Advisor Autonomy Lavolette & Claflin Warrington & Parsons
15:00-15:30 15:00-15:30 Coffee Break (WIL Hall) Accessing the Creative Self: Free Mobile Game for Freedom or Focus? A Framework for High-Frequency Approaches to Fostering 15:30-15:55 Encouraging Innovative L2 Vocabulary – The Science Autonomous Learners Expression of Uncertain Rewards and Hutchinson Pres. 5 Ferguson Dopamine Cihi (Lexxica - Commercial)
昼休みの英会話活動に集まる Designing an Independent Participatory Student 日本人学生の学習動機と意識 Language Learning System Research as Self-Access 16:00-16:25 ・態度の変容について Benson Learning Pres. 6 Student Forum Kawasaki Sykes (15:30-17:00)
The Tandem Learning Articulating the Role of Fostering Independent Program in Kyushu the Self-Access Learning Learners: A Classroom-based 16:30-16:55 University: Recent Center in a Translingual Learner Training Outcomes and Future Environment Eto, Tang, Itoi, Saunders Pres. 7 Challenges Ohara, Mizukura Harada, Kitagawa, Wolanski, Wakisaka
17:154 Meet in Global Studio (1F) to travel to the networking reception 5 Poster Session 1 (Global Studio) (13:30-14:15)
Self-Access Learning Center Challenge: Balancing Human Resources, Student Demand, and Scheduling Considerations for Academic Advising and Conversation Practice Kevin Mueller
A Comparison of Two Social Areas Richard Hill
Academic Advising in Self-Access Learning Chelsea Schwartz 13:30-14:15 Enhancing Student Participation and Experience in Newly Constructed Self-Access Centers Poster Chris Pond & Scot Matsuo Session 1 Internship at E-CO
Assessing the Impact of Encouraging Language Majors in Japan to Partake in Linguistic Risk-taking Activities Phoebe Lyon, Ewen MacDonald, Nicholas Thompson
English Shop by Student Staff: Bringing my Experience in Study Abroad into the Event
Poster Session 2 (Global Studio) (14:15-15:00)
Effective Ways to Study IELTS at the Self-Access Learning Center Misato Saunders
Passport to Success: Students’ Preferred Tasks for Linguistic Risk-Taking Anna Twitchell, Heather Yoder, Bethan Kushida, Jeffrey Goncalves, Kanda University of International Studies
Nurturing Learners’ Use of an English Speaking Area in a Multilingual Space Yuri Imamura, Isra Wongsarnpigoon 14:15-15:00
Poster Encouraging Greater SAC Use: A Case Study of Instructor-Led Activities Designed for Students in the Department of Child Session 2 Education at Hokuriku Gakuin University Katherine Shreves
How to increase the Number of ”e-space” Users
パラダイム転換期の持続可能ラーニング実践ー理系基礎科目学習からのアプローチ Tetsuo Kato
6 JASAL2019 Conference Schedule Sunday, December 1, 2019
9:30-10:00 Registration (1F, Global Studio)
Presentation Studio (1F) A-261 (Tech stream) A-271
Incentivising SAC Use: The Role of Can Learning Also Be Fun? 10:00-10:25 Different Reward Schemes in Current and Future Service Uptake at a Self-Access Considerations for Digital Game- Pres.8 Centre Thornton Based L2 Learning Andersson
Peers Helping Peers: Daily The Development of Peer Transitioning into an Advisor Management of the English Collaboration and Learner Bennett 10:30-10:55 PLAZA Autonomy in Online Social Pres.9 Hays Networking Spaces Peeters
11:00-11:30 Coffee Break (WIL Hall)
A Theoretical Proposal for 自己管理型オンライン学習における Discovering the Roles of the Language 動機づけプロセス：仮想学習環境に 11:30-11:55 Conceiving Mexican SALCs into Learning Advisor: My Personal Learning Ecosystems おける日本語学習の事例から Journey Pres.10 Peña Clavel Chen Jingyi Fukutome
Managing a University English Analysis of Reward and 対面式タンデム学習における自律的な Club as an Advisory Instructor Motivation Systems in 学習とその変化 12:00-12:25 Lee Commercial and Non-Profit Self- Hayashi & Cai Pres.11 Access Learning Systems Allensworth
12:30-12:50 JASAL AGM (Presentation Studio)
Reflection & Closing Remarks 12:50-13:15 (Presentation Studio)
13:15-14:00 Lunch (Global Studio)
7 JASAL2019 Annual Conference Programme Saturday, November 30 Presentation Abstracts
Abstracts
9:45-10:00 Opening Remarks
10:00-11:00 Plenary Talk by Dr. Luke Carson Presentation “Stepping Back, Stepping Out and Moving Forward: SALCs as Drivers of Future-Focused Education” Studio Supporting Students Through a More Inclusive Language Policy Rumi Terao & Andrew D. Tweed (Meijo University) 11:20-11:45 In this talk, the presenters will share their experiences of changing a SALC from an English-only to an English-first A-471 language policy. They will begin by talking about the original policy and the problems that it caused. Following that, the presenters will share the newer, English-first policy. The English-first policy has resulted in positive changes in the SALC. Their discussion will focus on specific actions, involving bilingual materials and communication strategies, that were implemented in conjunction with the policy. Time will be included at the end for questions and answers.
New Project “e-confidence”
Understanding Promotion and Prevention Systems in Motivation: Implications for Advising and Teaching Curtis Edlin (Kanda University of International Studies) 11:20-11:45 This presentation draws from regulatory focus theory and introduces its motivational systems—promotion and A-473 prevention (Higgins, 1997; Scholer & Higgins, 2012)—which offer a useful lens for identifying and addressing motivational difficulties in a meaningful way. These two systems will be described in detail, including trade-offs, relative strengths and weaknesses, and implications in self-access learning and advising. Further, solo and group tasks that benefit from each type of motivational system will be identified, along with examples of how to identify learner motivational profiles, then introduce and apply affective and meta-affective strategies to support the control and management of each system. From Zero to Hero: How We Increased the Users of Our ‘Free Conversation’ Service Alexander Worth, Chris Cladis, Jeremy Eades, Misato Tachibana, Nanami Nakagawa, Olli Jesperi Vuorinen, Toshiharu Yamashima (Osaka Institute of Technology) 11:20-11:45 Areas or services where learners of English can gather to talk with a teacher in unstructured ‘free conversation/talk’ are a A-481 feature of many Self Access Learning Centers and similar institutions around Japan. The presenters will share the measures they took to increase the number of users of their underused ‘Free Conversation’ service at a SALC based in a technology university in Japan. The SALC team began with the goal of encouraging more users and, in turn, fostering a stronger sense of community during the ‘Free Conversation’ sessions that would lead to an increase in the number of users of the SALC as a whole. Our New Project: English Marathon and ALL Rooms Yo Hamada, Nanako Toyoshima, Kanna Sato, Satoko Ito (Akita University) 11:50-12:15 In this presentation, the managing professor and the student workers who have joined and managed a project called A-471 English Marathon will report the following five topics: 1) The English Marathon schedule; 2) Our hand-made English camp; 3) Our daily service and advice to the participants as mentors; 4) Results of the TOEIC scores; 5) Actual experiences of the English Marathon. This will be beneficial to the audience if they would like to plan their own English marathon by using their SAC, and that they will learn what needs to be done to get successful results.
What Student Staff can Develop for NINJA
8 Abstracts
Enhancing EFL Student Motivation for Greater Self-Access Learning Tom Stringer & Craig Mertens (Konan University) 11:50-12:15 First-year university students in compulsory EFL learning environments may lack intrinsic motivation to study language A-473 properly, let alone use a SAC. This research presentation overviews a currently on-going, control group pilot study in which exchange students are invited to join group work and tasks in freshmen English Speaking classrooms multiple times throughout a course. Data collected so far suggests that these interventions have the potential to increase intrinsic motivation in language learning and SAC usage.
Expanding the Reach of SACs: Finding Opportunities for Bridge Building on Campus Robert Werner, Lucius Von Joo, Suzune Suga (Ryutsu Keizai University) 11:50-12:15 We would like to start a dialogue on new ways SACs might be utilized through programs that build bridges with diverse A-481 campus groups, such as student clubs, official sports teams, and other affiliations. This presentation will discuss how such programs were designed and implemented, taking into account the needs of groups of students who had not previously been active SAC users. We will include examples and ways our model might be adapted for other contexts. We invite participants to engage in a dialogue to explore possibilities in campus connections. 12:20-13:30 Lunch (Cafeteria)
Abstracts
Self-Access Learning Center Challenge: Balancing Human Resources, Student Demand, and Scheduling Considerations for Academic Advising and Conversation Practice Kevin Mueller (Tokyo International University) 13:30-14:15 The Global Teaching Institute (GTI) at Tokyo International University has two areas, Academic Advising (AA) and English Poster Lounge (EL), where students can interact with faculty and high-proficiency peers outside of class in at Self-Access Session 1 Learning Center called The English Plaza. With fifty faculty members and 26 student staff, human resources are limited as TIU has an approximate student population of 4,800 on Campus 1; 2,000 students major in English or take English content-based courses. Balancing human resources, student demand, and scheduling considerations are a challenge, and these three facets will be discussed. A Comparison of Two Social Areas Richard Hill (Meijo University) 13:30-14:15 In speaking practice centers, students can make appointments to meet one-on-one with a teacher or a learning advisor in Poster order to develop their oral language skills. Alternatively, students can sit down with conversation partners or other students to converse freely on sofas without making an appointment in advance. From the presenter's experiences, Session 1 learners are drawn to these social spaces for various reasons. While both spaces present opportunities to use the target language, their arrangements exhibit particular affordances and constraints. In this research presentation, I will show my conclusions from comparing these two spaces in order to reveal their unique qualities. Academic Advising in Self-Access Learning 13:30-14:15 Chelsea Schwartz (Juntendo University) & Jarwin Martin (Temple University) Poster This presentation will demonstrate the significance of academic advising in the self-access environment. Students often Session 1 need clear and supportive guidance in attaining their academic goals. Once advised, this can help assist them in being more autonomous in fulfilling their goals. This presentation aims to share some ideas that can be utilized in academic advising. Enhancing Student Participation and Experience in Newly Constructed Self-Access Centers Chris Pond & Scot Matsuo (Ritsumeikan University) 13:30-14:15 This presentation reports on efforts made in enhancing student participation and experience across two newly Poster constructed SACs at a private university in the Kansai area. These SACs, across two campuses, are still in their infancy, and Session 1 as the foundations for the culture of the centers are being laid the students’ participation is increasing. This presentation will focus on the opportunities provided for student self-access learning as well as students' own experiences of using the facilities. Through access to communication rooms, cultural events, and learning support, we will show how teachers, staff, and students collaborated to create a vibrant self-access language learning environment. Internship at E-CO
9 Assessing the Impact of Encouraging Language Majors in Japan to Partake in Linguistic Risk-taking Activities Phoebe Lyon, Ewen MacDonald, Nicholas Thompson (Kanda University of International Studies) 13:30-14:15 This presentation summarises the rationale, background, methods and preliminary findings of an adaptation of a Poster linguistic risk-taking passport initiative at a Japanese university. The aim is to encourage students to take various risks to Session 1 build their confidence during their language learning journeys. The level, nature and frequency of linguistic risks taken by students was investigated, as well as students’ anxiety and confidence levels, willingness to communicate and their strategies for managing emotions. Initial findings indicated that many students were able to discover new opportunities for practicing English and felt more comfortable and confident using English and taking risks. English Shop by Student Staff: Bringing my Experience in Study Abroad into the Event
14:00-14:55 SAC Administrators’ Forum (SAC職員フォーラム） A-473 Ayako Ueda (Otemon Gakuin University), Misato Tachibana (Osaka Institute of Technology) Forum This is a forum for administrators and staff working at self-access centers. Participants will have opportunities to discuss and share ideas that relates to administrating SACs.
Effective Ways to Study IELTS at the Self-Access Learning Center Misato Saunders (Ritsumeikan Asia Pacific University) 14:15-15:00 At Ritsumeikan Asia Pacific University (APU), many students apply for Exchange programs every year. In order to enter Poster these programs, students must work really hard to improve their English skills, so many students visit the language Session 2 advisors to get some advice at the SALC. As a language advisor, I strongly recommend them to take the IELTS test because by studying the IELTS, they can not only enter the program but also improve their practical English skills. In this session, I would like to share my IELTS advising and teaching at the SALC as a language advisor.
Passport to Success: Students’ Preferred Tasks for Linguistic Risk-Taking Anna Twitchell, Heather Yoder, Bethan Kushida, Jeffrey Goncalves (Kanda University of International Studies) 14:15-15:00 This poster will present the results of a pilot study conducted at a private Japanese university. Inspired by an earlier study Poster at the University of Ottawa and adapted for a monolingual EFL context, participants with a “risk-taking passport” chose from a list of in-class and out-of-class tasks that provided opportunities to use the target language. This presentation will Session 2 focus on the tasks that participants chose to do and will analyze which tasks appealed to learners based on data collected from passport responses and participant interviews. Discussion will include implications for how teachers may encourage students to take linguistic risks. 10
10 Nurturing Learners’ Use of an English Speaking Area in a Multilingual Space Yuri Imamura, Isra Wongsarnpigoon (Kanda University of International Studies) This presentation describes ongoing research on usage of an English speaking area located within a multilingual space at 14:15-15:00 a self-access center in a university specializing in language studies. The research focuses on the effectiveness of events Poster for promoting English usage in the area and raising awareness of its purpose. We also investigated learners’ attitudes Session 2 about the events, the area, and their own language use. Preliminary results from questionnaire and interview data are introduced. They can aid educators who aim to support or establish environments for learners’ English speaking or who are interested in target language usage in language-learning spaces.
Encouraging Greater SAC Use: A Case Study of Instructor-Led Activities Designed for Students in the Department of Child Education at Hokuriku Gakuin University Katherine Shreves (Hokuriku Gakuin) 14:15-15:00 In order to encourage students towards greater engagement with Hokuriku Gakuin’s English Center, new instructor-led Poster activities are being designed and implemented. Based on survey results from first-year students in the Department of Childhood Education, student-perceived needs and interests were identified. This presentation reports on the ongoing Session 2 implementation of activities responding to these needs and interests. Participation in such activities has the potential to not only improve English ability but also aid in the development of skills useful for future teachers. Whether or not relevance to a particular course of study acts as a motivating factor for engagement is also discussed.
How to increase the Number of ”e-space” Users
パラダイム転換期の持続可能ラーニング実践ー理系基礎科目学習からのアプローチ Kato Tetsuo (Chubu University) 14:15-15:00 教育から学習へのパラダイム転換機に「ソフトスキル」を持った学生の育成が大学には望まれている。すなわ Poster ち「メタ認知スキルを持った学生」であり、セルフモニタリング、セルフコーチングなど、自らの学び方の技 Session 2 術を身につけた学生を養成していくことである。本発表では支援の必要な学習者層に持続可能な学習を定着化 させる実践を行い、理系基礎科目の学際的な学習を通じて学習の仕方を学ぶ機会を提供した手法と成果を報告 する。
Looking Through Borrowed Lenses: Toward a Definition of Learner Advisor Autonomy Stuart Warrington (Nagoya University of Commerce and Business) & Andre Parsons (Hokkaido University of Education) This presentation aims to address a gap in the literature by initially examining three definitions of teacher autonomy as 14:30-15:00 proposed lenses to making sense of learner advisor autonomy. These include professional freedom, professional A-472 development and the interconnectedness between teacher and learner and their mutual and simultaneous Presentation development. Thereafter, as a means to giving learner advisor autonomy a ‘face’, narratives within our respective advising practices will be explored through the aforesaid lenses. Finally, the implications and future directions of defining learner advisor autonomy for the ‘learner advisor self’ will be discussed along with the underlying identities of which it is comprised.
Is it a SALC? A Case Study of the Global Commons at Kyoto Sangyo University Elizabeth Lavolette & Matthew Claflin (Kyoto Sangyo University) Self-access language centers (SALCs) and US-style language centers (LCs) have common origins and a common current 14:30-15:00 focus on social interaction. However, misperceptions of SALCs and US-style LCs may be impeding cross-citation between A-481 their literatures. Clarifying what SALCs and US-style LCs have in common and how they differ may begin to change perceptions. Presentation The presenters will provide conventional definitions of each type of center and typical examples. Then, they will explain the history and current status of the language center at Kyoto Sangyo University as an example to probe the boundaries of the definitions and further clarify them.
15:00-15:30 Coffee Break (WIL Hall) 11 JASAL Student Forum: Meeting, Sharing, and Growing Hisako Yamashita (Konan Women’s University) Mahiro Hayashi, Kanna Yamanaka, Chinatsu Takeda (Ritsumeikan University Biwako Kusatsu Campus students), Son Jeong Woo, Pu Yang, Chisaki Iwata (Ristumeikan University Osaka Ibaraki Campus students), Jair Christine Supit, Kai Koizumi, Yuka Kawamori, Lucas Chuah Aik Hong (Otemon Gakuin University students), Risa Matsui, Mami Okawa, Yuka Sakuma, Manami Ichinotani, Nagisa Yanagita, Kurumi 15:30-17:00 Miyamoto, Fuka Ikeda (Konan Women’s University students) Global Studio In this forum, SAC student staff from four universities who participated in the Student Conference* will present posters about the progress of the action plans they set in October to improve their respective SACs. Then, there will be an open discussion session where students can meet, share and exchange ideas about various issues related to SAC operations as student staff. This forum is open to everyone. Students who did not participate in the Student Conference are very welcome to join. We recommend teachers and administrative staff to come see as we can learn a lot from hearing students’ voices directly. Presenting schools are Ritsumeikan University Biwako Kusatsu Campus, Otemon Gakuin University, Konan Women’s University, and Ritsumeikan University Osaka Ibaraki Campus. *Over 70 participants (40 students from 13 different universities) gathered at SAC Student Conference in October. Accessing the Creative Self: A Framework for Encouraging Innovative L2 Expression Sara Beth Ferguson (Nagoya University of Commerce and Business) This presentation explores the integration of a pioneering framework for creative expression within the Self-Access 15:30-15:55 Center (SAC) of a private Japanese business university. The speaker provides an argument for the practical application of A-472 scaffolded, theory-based learning activities that promote creative development, increase learner engagement, and develop higher-order thinking skills in students. The speaker argues that successful creative assignments lower affective learning barriers and increase intrinsic motivation, allowing students to more freely develop their unique “voice” in a second language. Creative writing, reading, speaking, and listening activities will be discussed.
Free Mobile Game for High-Frequency Vocabulary – The Science of Uncertain Rewards and Dopamine Guy Cihi (Lexxica R&D - Commercial) COMMERCIAL This presentation will describe a free mobile game that teaches high-frequency vocabulary for General 15:30-15:55 English, TOEIC, TOEFL, EIKEN, SAT, GRE and other important corpus domains. The pedagogical approach employed A-473 combines pair-associate learning with certain and uncertain psychological rewards specifically designed to produce bursts of dopamine, a powerful neurotransmitter associated with joy, motivation, and long-term memory retention in the hippocampus. The presenter will introduce and review the science and research behind this approach and describe how and why it produces amazingly fast comprehension level increases for Japanese students.
Freedom or Focus? Approaches to Fostering Autonomous Learners Caroline Hutchinson (Nihon University College of Economics) This presentation describes two teaching interventions aimed at developing first-year university students’ capacity to 15:30-15:55 take control of their own learning: 1) setting individual goals and identifying learning activities; 2) choosing activities from A-481 a range and trying them in class. I will briefly outline student response to the two interventions, on the basis of data collected and personal observation. I will also discuss the relative merits of setting individual learning goals and classroom-based experiential learning, arguing that the freedom to choose and experiment can be highly motivating, and a necessary precursor to the development of self-directed learning.
昼休みの英会話活動に集まる日本人学生の学習動機と意識・態度の変容について Noriko Kawasaki (Miyazaki University) 宮崎大学工学部国際教育センターの役割の一つは、工学部在籍の日本人学生の国際化教育と留学支援のための 16:00-16:25 企画・実施とされ、主な活動に、昼休みの英会話活動（ランチタイム英語）がある。英語に苦手意識を持ち、 A-472 日常生活に英語を取り込まない学生が多い工学部にあって、ランチタイム英語に集う学生の学習動機と意識や 参加態度の変容を吟味する事例研究から、ランチタイム英語の自律学習支援活動としての意義について検討す る。
12 Designing an Independent Language Learning System Hanako Benson (Ritsumeika Asia Pacific University) Using technology effectively allows teachers to meet the students’ different needs in language learning and keep track of their improvement. This session will explore one approach to enhance Japanese university students’ motivation and 16:00-16:25 engage them in independent learning by using Microsoft Office OneNote and some gamification techniques at A-473 Ritsumeikan Asia Pacific University (APU). First, the presenter will give an overview of the independent language learning scheme at APU. Then, the students’ study logs on the self-directed learning system will be presented. The findings from surveys and specific suggestions will be shown related to designing an effective independent language learning system using Microsoft Office OneNote.
Participatory Student Research as Self-Access Learning Joe Sykes (Akita International University) Engaging students in participatory research into their learning and their educational context is a valuable self-access learning activity. Firstly, students can gain insights into their learning preferences, motivations and challenges, and 16:00-16:25 strengthen their learner identity. Secondly, conducting research transforms our relationship with knowledge from a A-481 dependence on the authority of institutions to learner autonomy of a radical kind. Therefore, engaging students in research can serve an emancipatory agenda. Finally, such activities produce context specific knowledge that can lead to improvements in the educational context. In this presentation, I describe a participatory inquiry conducted with student ‘co-researchers’ at Akita International University.
The Tandem Learning Proram in Kyushu University: Recent Outcomes and Future Challenges Keisuke Harada, Natsuko Kitagawa, Bartosz Wolanski, Masako Wakisaka (Kyushu University) We present about the Tandem learning program conducted in 2019 in Kyushu University as an extracurricular activity, 16:30-16:55 with over 230 applicants. Tandem learning is a method of language study in partner pairs based on learner autonomy and A-472 reciprocity. First, we show the outline of our program, and discuss the learning approaches taken by the participants. We also report the survey results showing that the learners experienced a positive change in their cultural perspectives. Finally, we discuss the need to encourage setting goals and to manage learning plans in order to provide participants with a more meaningful learning experience.
Articulating the Role of the Self-Access Learning Center in a Translingual Environment Tetsushi Ohara (Ritsumeikan Asia Pacific University), Ryo Mizukura (Meiji University) This study explores the role of the Self-Access Learning Center (SALC) in a multilingual environment by analyzing how two Japanese students engage in their own language learning and use through their experiences in the SALC at a Japanese 16:30-16:55 university. This research employs a narrative framework to qualitatively investigate their experiences in the SALC. The A-473 results indicate that the SALC functions as a social learning space constructed by diverse people and their multidimensional relationships through translanguaging and translingual identity. This finding provides pedagogical implication for the SALCs in Japan where the socio-cultural diversity has advanced to encourage more autonomous language learning and activities.
Fostering Independent Learners: A Classroom-based Learner Training Tomoko Eto, Kevin Tang, Kiyu Itoi, Misato Saunders (Ritsumeikan Asia Pacific Univeristy) Language learners need to enhance their ability to learn. However, they do not have sufficient opportunities for training. To address this issue, a classroom-based learner training framework using a personal notebook with four types of 16:30-16:55 intervention was designed for an English language program at a mid-sized private Japanese university. After a one- A-481 semester-long implementation of this framework, a survey was conducted with 152 respondents. The presentation will discuss this classroom-based learner training and share the survey results on the students’ perceptions and preferences regarding their independent learning. Based on these findings, the presentation will conclude with suggestions for classroom-based learner training.
13 JASAL2019 Annual Conference Programme Sunday, December 1 Presentation Abstracts
Abstracts
9:30-10:00 Registration
Incentivising SAC Use: The Role of Different Reward Schemes in Service Uptake at a Self-Access Centre Katherine Thornton (Otemon Gakuin University) Many self-access centres (SACs) offer incentive programmes such as stamp cards for using the facilities. However, studies 10:00-10:25 conducted by Self Determination Theory researchers reveal that rewards can undermine learners’ intrinsic motivation, Presentation unless they fulfil certain conditions (Ryan & Deci, 2017). Studio This presentation examines the role of incentives by analysing data from SAC conversation session use from students enrolled in different incentive programmes over three years, and survey data from a section of the participants. Suggestions will be made as to how to design optimal incentive programmes for encouraging intrinsically motivated SAC use. Can Learning Also Be Fun? Current and Future Considerations for Digital Game-Based L2 Learning Shawn Andersson (Osaka University) Digital Game-Based Learning (DGBL) is a popular research topic within the realm of self-access L2 learning, with intrinsic 10:00-10:25 and extrinsic motivation potential. DGBL and Self-Access Language Learning emphasize learner engagement, and using A-261 DGBL, we can support self-access in a way that is attractive to students. However, DGBL has shortcomings, notably bridging the gap between effective learning and entertainment. To present the relationship between DGBL and self- access, this presentation will first provide a background of DGBL, followed by update on the current status of DGBL, and will end with the possibilities of gaming in self-access learning and how these can be leveraged. Peers Helping Peers: Daily Management of the English PLAZA George Hays (Tokyo International University) 10:30-10:55 Since the creation of the Self-Access Learning Center called The English PLAZA (EP) at Tokyo International University in Presentation 2013, student interns have been managing every aspect of this facility. The interns provide three essential services: they Studio greet fellow students and guests at the information counter where they lend laptops and make reservations for study rooms; monitor the main floor and talk to students; and provide beverages for students in the Oregon Café. This presentation will focus on three challenges: communication between faculty advisors, interns, and administrative staff; creating useful training modules; and ensuring that guests follow the rules of the EP. The Development of Peer Collaboration and Learner Autonomy in Online Social Networking Spaces Ward Peeters (Kanda University of International Studies) This talk presents a study on how the integration of online social networking spaces in self-access learning contexts can 10:30-10:55 provide opportunities for learners to expand their horizons, gain experience in negotiating content, discover new A-261 resources and develop critical literacy skills; all necessary components of becoming life-long learners (Peeters, 2015; Reinhardt, 2019; Sato & Ballinger, 2016). After introducing the necessary steps on how a successful network of peers can be built, we address the pitfalls both teachers and learning advisors might experience when setting up these online spaces, as well as the ways learners appreciate and evaluate these online collaboration opportunities. Transitioning into an Advisor Phillip Bennett (Kanda University of International Studies) 10:30-10:55 In the presentation transitioning into a learning advisor, the presenter will discuss the changes he experienced by shifting A-271 from the role of a teacher to one of a learning advisor. Additionally, he will share what he has found useful in the fields of motivational and developmental psychology in the transition. The aims of this presentation are to inform those who would like to learn more about advising, as well as to provide aspiring and practicing advisors with another lens to view the role.
Coffee break (WIL Hall) 11:00 - 11:30
14 Abstracts
A Theoretical Proposal for Conceiving Mexican SALCs into Learning Ecosystems Maria de la Paz Adelia Peña Clavel (UNAM, Mexico) 11:30-11:55 Mexico began its path in Self-Access Language Learning in 1990. In the beginning, Mexican self-access learning centres Presentation found their pedagogical paradigm on the theory and applications to foster autonomy in language learners provided by Studio CRAPEL and the British Council. In this talk, I will show the evolution of the SALCs in Mexico, considering the definitions of autonomy and a systemic angle. Then, I will explain the elements that composed an ecosystem to eventually present a proposal of a SALC as a malleable learning ecosystem in its administration and methodology to develop learner autonomy.
自己管理型オンライン学習における動機づけプロセス：仮想学習環境における日本語学習の事例から Chen Jingyi (Osaka University Graduate School of Language and Culture) 11:30-11:55 本発表ではリアタイムでインタラクティブな学習が可能な日本語遠隔コースの受講者を対象とする。コース開 始時から実施した縦断的調査をもとに、修了できた つの事例から、オンラインのセルフアクセス言語学習にお A-261 3 ける動機づけの変容を分析する。学習者の自己、オンラインの文脈、オフラインの文脈という3つの観点から動 機づけを分析した結果、ノンフォーマルなオンライン学習の開始、進行、継続の動機づけ要因が明らかになっ た。
Discovering the Roles of the Language Learning Advisor: My Personal Journey Mikiko Fukutome (Yamanashi Gakuin University) Mynard and Navarro (2010) describe a learning advisor as an educator who works for individual learners in self-access 11:30-11:55 learning centers without teaching in a classroom. My own experience as a learning advisor suggests that many young A-271 learners have not had enough experience to solve communication troubles in life, making it necessary to guide students to understand themselves and manage their feelings, a task that requires flexibility and an expansion of the advisor’s roles. In this presentation, I will explore how unfamiliar roles have emerged for meeting students’ needs and provide some useful activities that may be employed to improve the current situation. Managing a University English Club as an Advisory Instructor Jackson Lee (Gifu University) 12:00-12:25 A well-managed university club has a good balance between education and enjoyment. In this presentation, the speaker Presentation will share his experience managing a university English club as a volunteer advisory instructor for over 5 years. Being an open club at a national university, it attracts students from different departments who vary widely in ability level. Since Studio this club has a diverse membership, there are challenges. This presentation will explain the responsibilities of an advisory instructor and explore the main issues this club has experienced as well as the steps employed to keep the participants encouraged and the club motivated. Analysis of Reward and Motivation Systems in Commercial and Non-Profit Self-Access Learning Systems Ian Allensworth (Osaka University) The high demand for language proficiency skills and the increased usage of smartphones has created a large commercial 12:00-12:25 market for language learning. Many of these systems utilize some type of reward scheme in order to motivate their users A-261 and increase the enjoyability of using their products. This presentation will attempt to survey and classify the different types of reward systems in use and discuss the concept of gamification and its history. Finally, this presentation will offer suggestions as to how these systems can be adapted for use in an academic context and in university self-access learning centers.
対面式タンデム学習における自律的な学習とその変化 Takaya Hayashi & Cai Zhenyan (Osaka University Graduate School) 12:00-12:25 本研究では、大学の課外活動としての対面式タンデム学習プロジェクトを取り上げる。ペアが顔合わせをし、 A-271 学習目標や計画、初回の学習内容や方法を決めるところまではコーディネーターが関与するが、その後の学習 活動は参加者に任される。本発表では、タンデム学習への参加者が学習開始後にどのように学習を進めていく のか、また、目標や学習方法の変更が必要な場合は、どのように変化させていくのかについて考察する。
12:30-12:50 JASAL AGM (Presentation Studio) Presentation Studio 12:50-13:15 Reflection & Closing Remarks (Presentation Studio) Presentation Studio
We hope you enjoyed JASAL 2019. We appreciate any feedback you can give.
15 Access to Otemon Gakuin University, Sojiji Campus 追手門学院大学 総持寺キャンパスへのアクセス Otemon Gakuin University is in Ibaraki City, Osaka Prefecture. It has two campuses, Ai & Sojiji. The conference will take place at Otemon Gakuin's Sojiji campus (circled), which is a 12-minute walk north from JR Sojiji station, and a 20-minute walk from Hankyu Sojiji station. (Please note that this is a different location from the university's Ai campus, where the SAC Tour will take place the day before the conference.)
Sojiji Campus is made up of one big pyramid-shaped building. Registration is in Global Studio (1F), the room on the far left as you enter the campus from the station area.
The easiest way to reach the campus is from JR Sojiji Station on the JR-Kyoto Line from either Kyoto or Shin-Osaka.
Directions to Otemon: https://www.otemon.ac.jp/english/about/location.html 追手門学院大学へのアクセス（日本語 https://www.otemon.ac.jp/guide/campus/access.html）
16 WiFi
Wifi is available for JASAL2019 participants - look for posters on the walls and whiteboards with the name of the network and password.
Photography During the conference, volunteer photographers may be taking photographs for JASAL promotional use. If you do not want to be photographed, please notify the individuals capturing the information. If a photo of you is uploaded to our webpage or social media which you wish to be removed, please let us know and we will promptly remove it. Thank you for your understanding and cooperation.
JASAL Journal The Japan Association for Self-Access Learning (JASAL) is pleased to announce a call for its inaugural issue of JASAL Journal, which will be guest edited by Katherine Thornton and Garold Murray.
JASAL Journal welcomes submissions in a number of categories, but for this initial issue, we are looking for the following:
Research Articles We welcome research articles of 3,000 to 5000 words that discuss issues related to self-access.
Discussions of self-access center practices Short summaries and progress reports of around 1500 words are welcome, describing self-access center practices. References, though encouraged, are not required.
Note that there is no requirement to have presented your research at JASAL2019, and submission is open to all JASAL members, including those who were unable to attend the conference. The inaugural issue is scheduled for June 2020, with a submission deadline of February 29th, 2020. Please refer to jasalorg.com (publications) for more information. Enquiries: [email protected]
17 About JASAL
The Japan Association for Self-Access Learning (JASAL) is an academic association devoted to promoting self-access language learning in Japan. We aim to provide a forum for our members to disseminate knowledge and share ideas about self-access language learning, running self- access centres and developing learner autonomy. At JASAL, we offer opportunities for professional development and networking, as well as offering our members practical help and support for self- access related projects.
JASAL=Japan Association for Self-Access Learning (日本自律学習学会) は、日本における自律学習 教育やセルフ・アクセス・センターの普及および向上を目指す専門家からなる学会です。JASALは 、これら専門家に語学教育における自律学習教育の専門的知識、セルフ・アクセス・センターの立 ち上げや運営などに関する情報提供や、会員同士 が情報を交換し合う場所を提供し、この分野の 発展と普及に貢献することを目的としています。セルフ・アクセス・ラーニングや自律学習教育は 、今、最も注目され始めた分野の一つです。
Would you like to become a JASAL member? 会員登録のご案内 Just send an email to (jasalorgATgmail.com) with the following information: Name, contact email address, affiliation (and name of SAC if applicable). Alternatively, please let one of us at the Reception desk know. Membership free. 会員登録をご希望の方は、お名前、所属機関名（セルフアクセスセンター名）、メールアドレスを（ jasalorgATgmail.com）までご連絡いただくか、受付でお伝えください。会員費無料。
Would you like to host a SAC tour? A SAC tour is one of the great learning opportunities for JASAL members as you will be able to see a live SAC in operation in an institution other than your own and discuss various issues with participants from different institutions. Tours usually come with a discussion session where members get help and ideas from each other about the operation of their language learning spaces, integrating it with curriculum, student involvement, staffing or any other matters related to self-access learning or other services, such as advising. If you are interested in hosting a SAC tour, either this year or in coming years, please let one of the JASAL committee members know.
Would you like to learn more about JASAL?
Visit our website: jasalorg.com Facebook: fb.me/jasalorg Twitter: @jasalorg Instagram: @jasalorg
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