Making Connections


Self-access centers and self-access learning are not learning opportunities isolated from the rest of the campus or the language learners’ learning process. It is the “connections” that students, learning advisors, teachers and administrative staff make that lead to the emergence of self-awareness, the development of learner autonomy and language learning. The connections can exist via structure; for example, between resources and opportunities available in self-access centres (SACs); between curriculums and SACs. Connections can also be made interpersonally between learners through learner communities for example, or can be established intrapersonally through self-reflections in advising sessions or in their learning processes.

Each self-access center has a different learner population and these learners' needs, the availability of financial and human resources, the goals of the institution, and the beliefs of administrators, staff, learning advisors and teachers all influence what is provided in self-access environments. At JASAL 2018 x SUTLF 5, we would especially like presenters to share how they are being creative in making connections in providing self-access environments so that we can deepen our understanding and thoughts in order to further enrich our students’ language learning experiences. Specifically, we would like to think about:

  1. What are the connections that exist or that we try to build in self-access learning environments?
  2. How do each of the stakeholders in self-access environments make those connections to foster enriching language learning experiences?
  3. How do these connections result in learner development?

This year too, we wish to broaden the participation at the JASAL Annual Conference by encouraging students to present, and to give all presenters the option to present in English or Japanese.

Types & Length

Research based presentations, in which there is reference to theoretical literature and/or collection and discussion of data

‘My Share’ presentations, which are less research-focused and emphasize the sharing of practical ideas

Administrator presentations, which provide a platform for administrators concerned with the operations of SAC/LLSs

Each of the above presentation types may be presented as a 25-minute presentation, a 45-minute workshop, or a poster presentation. Undergraduate students are welcome to apply for 25-minute or poster presentations.


We are particularly looking for presentations focusing on this year’s theme, “connections” in the following areas, although other relevant topics will also be considered:

  • Managing and administrating Self-Access Centers (SAC)/Language Learning Spaces (LLS)
  • Learning Spaces and SAC/LLS layout
  • Language policy in SAC/LLS
  • Materials and displays
  • Self-access and curriculum, Learning program design
  • Learner involvement in SAC/LLS, Learning Community
  • Learning advising/counseling/coaching
  • Professional development for self-access learning
  • Assessment of self-access learning
  • Evaluating a SAC/LLS
  • Interaction and collaboration with colleagues and administrators
  • Promotion of SAC/LLS
  • Research design
  • Student perspectives on SAC/LLS
  • Lifelong learning
  • Learner development
  • Study abroad

Abstract Submission

Click the link below to submit your application to present at JASAL 2018 X SUTLF 5.

The link will close at 24:00 on Sunday, 30 September.

You will receive confirmation upon successful submission of your abstract.

JASAL 2018 X SUTLF 5 Call for Presentations is now closed