SiSAL Journal
Studies in Self-Access Learning
Editors/advisors
Guidelines for reviews and resources
Call for Papers: Special Issue of SiSAL Journal. Selected papers from the IATEFL LASIG Conference, Metamorphosis: A Journey of Self-Directed Learning and Advising
Editorial, June 2010
Some self-access principles
What factors encourage high levels of student participation in a self-access centre?
English Language Writing Centres in Japanese Universities: What do Students Really Need?
Integrating Self-Access into the Curriculum: Our Experience
A new member of the family: The Sojo International Learning Center
Report on the Japan Association of Self-Access Learning (JASAL) Forum, at the Japan Association for Language Teaching (JALT) 2009 Conference in Shizuoka.
Editorial, September 2010
Principles and Procedures for Self-Access Materials
Self-Access Language Learning in Museums: A Materials Development Project.
Self-Access Centers: Maximizing Learners' Access to Center Resources
Enhancing a Self-Access Website
English for Specific Purposes (ESP) Modules in the Self-Access Learning Center (SALC) for Success in the Global Workplace
Developing Song Worksheets for a SALC
Internet-Based Resources for Developing Listening
Review of the Open Culture Website
Beliefs about Self-Access Learning: Reflections on 15 years of change
Co-constructing Understanding of Self Access through Conversational Narrative
Listening to the Learner: A Qualitative Investigation of Motivation for Embracing or Avoiding the Use of Self-Access Centres
The Effect of Chinese ESL Learners' Beliefs on their Autonomous Learning
Reading an ESL Writer's Text
Learning to Foster Autonomy: The Role of Teacher Education Materials
Introducing the Skills of Self-assessment and Peer Feedback
Lessons Learned While Managing My First Book Club
Overview of "Splendid Speaking" Website (http://splendid-speaking.com)
Learning Strategy Sheets: Supporting Advisors and Learners
Self-Directed Learning Modules for Independent Learning: IELTS Exam Preparation
Learner Involvement at Arabian Gulf University Self-Access Centre
Self-Access Evolution: One University's Journey Toward Learner Control
The L2 Passionate Interactional Imperative (for short "The L2 Pie"): It's Hot or It's Not!
The Importance of Affective Factors in Self-Access Language Learning Courses
Blogging in the Target Language: Review of the "Lang-8" Online Community
FINAL call for papers
ILA Conference Announcement
Emerging Technologies for Autonomous Language Learning
Investigating Language Learning Activity Using a CALL Task in the Self-access Centre
Alternatives for Making Language Learning Games More Appealing for Self-Access Learning
Enhancing Learner Autonomy in an On-line Editing Programme
A Two Year Cross-Section of Student Use of Self-Access eLearning
Pre-university experience of ICT and Self-Access Learning in Japan
Web 2.0 sites for Collaborative Self-Access: The Learning Advisor vs. Google®
Retooling Perspectives on Technology's Role in Language Education
Cell Phones + Self-Access: A Summer Campaign
Mobility in Learning: The Feasibility of Encouraging Language Learning on Smartphones
Introducing 'Prepare for Success', a Web-based Learning Resource to help International Students get Ready for Study in the UK
A Framework for the Evaluation of a Self-Access Language Learning Centre
Fostering Self-directed Learning through Guided Tasks and Learner Reflection
Fostering Learner Autonomy as Agency: An Analysis of Narratives of a Student Staff Member Working at a Self-Access Learning Center
The Growth of an Out-of-Class Learning Community through Autonomous Socialization at a Self-Access Center
Group Workshops: Saving Our Writing Center in Japan
Enhancing User Identification with the Independent Learning Centre at Sung Bin Home for Girls
A Learning Success Story Using Facebook
Developing a Deeper Understanding of Learning Processing During Unguided Complex Learning Tasks: Implications for Language Advising
Evaluating Learner Autonomy: A Dynamic Model with Descriptors
The Degree of Directiveness in Written Advising: A Preliminary Investigation
Translanguaging in Self-Access Language Advising: Informing Language Policy
Professional Development for Learning Advisors: Facilitating the Intentional Reflective Dialogue
The Influence of Learning Beliefs in Peer-advising Sessions: Promoting Independent Language Learning
The Macro-and Micro-Language Learning Counseling: An Autoethnographic Account
JASAL Forum 2011: Growing Trends in Self-Access Learning
Language learning strategy research: Where do we go from here?
Investigating the Information Needs of University Students in Foundational Foreign Language Courses
Advising Practices: A Survey of Self-Access Learner Motivations and Preferences
Supporting the Language and Learning Development of EAL Students in Australian Higher Education
Investigating Students' Ways to Learn English Outside of Class: A Researchers' Narrative
Learning Phrasal Verbs Autonomously
The Impact of Teacher Training for Autonomous Learning
Scaffolding Students' Initial Self-Access Language Centre Experiences
Readiness for Self-Access Language Learning: A Case of Iranian Students
Supporting the Development of Autonomous Learning Skills in Reading and Writing in an Independent Language Learning Centre
Video Self-Assessment for Language Learners
The Effects of Applying Betts' Autonomous Learner Model on Iranian Students
Learning Strategies: Prototypical Core and Dimensions of Variation
Alternative Models of Self-regulation and Implications for L2 Strategy Research
Re-placing the Jewel in the Crown of Autonomy: A Revisiting of the 'Self' or 'Selves' in Self-Access
The Metacognitive Strategic Knowledge of Seven Successful Chinese L1 Readers at a North American University: A Qualitative Study
EFL Students' Writing Strategies in Saudi Arabian ESP Writing Classes: Perspectives on Learning Strategies in Self-access Language Learning
Exploring the Effects of Self-efficacy on Vocabulary Learning Strategies
Language Counseling Trends: Implications for Beginning Language Learner Strategy Instruction
Leading the Proverbial Thirsty Horse to Water: ESL Learners' Experience with Language Learning Contracts
Self-access Materials: Their Features and their Selection in Students' Literacy Practices
Writing Centers: Who are they for? What are they for?
So You Want to Start a Peer Online Writing Center?
Learner as Researcher: Student Concordancing and Error Correction
Announcing the ESL-WOW for Self-Directed Writing Support
JASAL Forum 2012: Making a Difference through Self Access
Editorial: Special Issue on Supporting Self-directed Learning
The Relationship between Learners' Self-directed Learning Readiness and their English for Specific Purposes Course Accomplishment at Distance Education in Iran
Beyond the Classroom: The Role of Self-Guided Learning in Second Language Listening and Speaking Practice
A Move Towards Autonomy: Individualized Education Plans for Effective Materials Use
Self-Access Language Learning Programme: The Case of the English Language Voluntary Intensive Independent Catch-up Study
General Introduction to the 'Case Studies in Self-Access" Column
Column: A Framework for Curriculum Reform: Re-designing a Curriculum for Self-directed Language Learning
"Beautifying the Beast": Customising Online Instruction in a Writing Course for Jamaican Tertiary-level Students
Enhancing Student Self-Study Attitude and Activity with Motivational Techniques
Development and Use of Moodle for Online Student Support
Needs Analysis: Investigating Students' Self-directed Learning Needs Using Multiple Data Sources
Book review: The Applied Linguistic Individual: Sociocultural Approaches to Identity, Agency and Autonomy. Edited by Phil Benson and Lucy Cooker
Book review: Autonomy in Language Learning: Stories of Practices Edited by Andy Barfield and Natanael Delgado Alvarado
The Management Skills of SALL Managers
Looking Out for English
Accessing the Self in Self-Access Learning: Emotions and Feelings in Language Advising
Davids Still Exist among Goliaths: A Story of Modest Self-Access Centre Establishment and Survival in Times of Economic Decline
An Autoethnographic Study of the Use of Mobile Devices to Support Foreign Language Vocabulary Learning
Giving Speaking Practice in Self-Access Mode a Chance
Foundation-Level Gulf Arab Student Response to Self-Access Learning
Medics on the Move South Africa: Access to Medical Words
Principles: Establishing the Foundation for a Self-access Curriculum
Promoting Independent Language Learning Cross-Campus at the University of Leeds through a Self-Access Area
Editorial: Directions in Self-Access Learning
Framing the Picture: A Preliminary Investigation into Experts' Beliefs about the Roles and Purposes of Self-Access Centres
Using CBT with Anxious Language Learners: The Potential Role of the Learning Advisor
Supporting a Physical Self-Access Center with a Virtual Presence
Considering Peer Support for Self-Access Learning
Piloting and Evaluating a Redesigned Self-Directed Learning Curriculum
Editorial: Understanding and Supporting Self-Access Learners
Establishing Group Autonomy through Self-Access Center Learning Experiences
General Tendencies of English Language Learners in Using an Independent Learning Centre within the Turkish Higher Education Context
Effects of Learning Styles on Self-directed Foreign Language Vocabulary Learning
Moving Online: Changing the Focus of a Writing Center
'Say Again?' An In-house, Online, Self-Access Pronunciation Project for ESOL Students
Introduction to the Column
Evaluating Self-directed Learning Skills in SALC Modules
Ongoing Development: Pathways and Challenges
Striving for Diversity, Accessibility and Quality: Evaluating SiSAL Journal
Editorial, September, 2014
Exploring the Concept of Learner Autonomy in Cross-Cultural Research
The Effect of Computer-Based Self-Access Learning on Weekly Vocabulary Test Scores
Possibilities of Independent Learning in Two Self-Access Facilities of an Iranian University
Learning Styles of Independent Learning Centre Users
Room 101: The Social SAC
"Now Maybe I Feel Like Trying": Engaging Learners Using a Visual Tool
MOOCs in Language Education and Professional Teacher Development: Possibilities and Potential
Game-Based Methods to Encourage EFL Learners to Transition to Autonomous Learning
The Social Dimensions of Learner Autonomy and Self-Regulated Learning
Self-Regulation: Why is it Important for Promoting Learner Autonomy in the School Context?
Examining the Relationships between Self-Efficacy, Effort Regulation Strategy Use, and English Vocabulary Skills
Self-Regulation within Language Learners' Dialogues
Redesigning an Independent Learning Course Component: Recognizing the Role of Instructor as Guide
Developing Autonomous Self-Regulated Readers in an Extensive Reading Program
Bringing Learner Self-Regulation Practices Forward
Formative Assessment in University English Conversation Classes
Researching Self-regulated Learning and Foreign Language Learning
Reconsidering the Assessment of Self-Regulated Learning in Foreign Language Courses
Understanding Self-regulated Learning: Thoughts from Attending the Self-Regulated Learning Symposium in Shimonoseki
Researching the New Room 101: "A Safe Haven for Me to Learn"
Dialogue and Advising in Self-Access Learning: Introduction to the Special Issue
Essential Advising to Underpin Effective Language Learning and Teaching
Analysing Advising Dialogue from a Feminist Perspective: Gendered Talk, Powerless Speech or Emotional Labour?
The Dynamics of Emotional Relationships in Self-Directed Language Learning Counselling
Affect and the Development of Learner Autonomy through Advising
Supporting Learners and Advisors: An Advising Interview Protocol for Intensive Language Programs
Institutional Challenges for a Voluntary-Basis Language Learning Advising Program
Peer Tutoring in Japan: A New Approach for a Unique Educational System
Language Learning Advice at the University of Leeds
Room 101: A Movement towards Social Learning Spaces? A Survey of SAC Managers in UK Higher Education
Review of 'Exploring English: Language and Culture'
JASAL 2014 Forum. Self-Access Conversations: Beyond Classroom Borders
The Self-Access Area Becomes the Language Zone
"I am a SALCer": Influences of Identity on Fear of Making Mistakes in English Interactions
Tapping into the Educational Potential of Facebook: Encouraging Out-of-Class Peer Collaboration in Foreign Language Learning
Effects of CALL on Self-directed FL Vocabulary Learning
Sharing Stories of Practice in Self-Access Facility Design and Management
The Development of CELE-UNAM Mediateca (1996-2015)
Considering Context: The Importance of Specific Institutional and Learner Contexts When Researching the Set Up of a Self-Access Centre
Human Resources as a Primary Consideration for Learning Space Creation
'Significant Others' in Influencing Arab EFL Learners' Learning Strategy Use and Development: A Qualitative Inquiry
Self-Access Learning Centers and the Importance of Being Curious
Call for papers: SiSAL Journal special issue on virtual and other learning spaces
The Crucial Role of Peer-Learning in Language Learning Spaces
Facilitating a Face-to-Face Tandem Language Exchange on a University Campus
Implementing a Student Peer-Mentoring Programme for Self-Access Language Learning
The SAC as a Community of Practice: A Case Study of Peer-Run Conversation Sessions at the Universidad del Caribe
Self-Access and Young Learners: Introduction to the Special Issue
'After Mom Gets Some Books, Then I'll Make a Selection': A 5-Year-Old ELL's Decision-Making in the Book-Related Home Play
About a Boy: A Gamer and L2 English Speaker Coming into Being by Use of Self-Access
L2 Motivation and Young Self-Instructed Learners' Persistence in Learning English: A Causal Analysis
An Example of Classroom Practice Using Flashcards for Young Learners: Preliminary Indications for Promoting Autonomy
Self-Access and Metacognitive Awareness in Young Learners: How Japanese Sixth Graders Learn How to Learn English
Sea Change in Library Use
Book Review: Teaching Young Learners To Think. By Herbert Puchta and Marion Williams
Book Review: Stories and Storyline by Sharon Ahlquist and Réka Lugossy
Supporting Student Staff Through Effective Training
Peer-led Discussion Groups in Foreign Languages: Training International Students to Become Peer-Facilitators
Effective Training for SALC Student Staff: Principles from Experience
Training Student Workers in a Social Learning Space
The Impact of Online Training on Saudi Medical Students' Attitudes, Awareness, and Use of Language Learning Strategies in Relation to their Developing Autonomy
Considerations in Developing a Peer Mentoring Programme for a Self-Access Centre
Youth and the Disruption of Power: Student-run Conversation Workshops in a Mexican Self-access Centre
Balancing Competing Needs among Stakeholders: Lessons from the Self-access Language Learning Centre (SALL) of the Chinese University of Hong Kong (Shenzhen)
Book review: Assessment and Autonomy in Language Learning Edited by Carol J. Everhard and Linda Murphy
Report on the JASAL 10th Anniversary Conference, 2015
Learning Space-Based Initiatives for Developing Learner Autonomy: Design and Implementation
Autonomous Language Learning in Self-Access Spaces: Moodle in Action.
On the Road to Developing a Learning Advisory Program (LAP)
Implementing a Language Learning Advising Service at a Self-Access Center in Cambodia
Virtual and Other Learning Spaces: Introduction to the Special Issue
Informed Eclecticism in the Design of Self-Access Language Learning Environments
Design and Management of a Self-Access Language Learning Space Integrated into a Taught Course
Exaptating Students' Social Networks as Affinity Spaces for Teaching and Learning
How do Learners Make Use of a Space for Self-Directed Learning? Translating the Past, Understanding the Present, and Strategizing for the Future
Best Practice Ideas for Learner Advising in New Zealand
Learning Spaces and Curricula: Models for Enhancing LLS Usage and Learner Autonomy Development Through Integration
Raising Awareness: Learning Advising as an In-Class Activity
Developing "SotonSmartSkills": A Reflection on Scaffolded Independent Learning Programmes
Integrating Self-Access Center Components into Core English Classes
Self-Access Centres in South Korea: Online Space Values
Advising in Language Learning: Confirmation Requests for Successful Advice-Giving
New Scenarios in Autonomy for Foreign Language Learning: Conference Summary and Reflections
Promoting Engagement with Language Learning Spaces: How to Attract Users and Create a Community of Practice
Increasing Attendance in a Self-Access Language Lounge
Extensive Reading as the First Step to Using the SALC: The Acclimation Period for Developing a Community of Language Learners
Promoting Independent English Language Learning within an Asian Tertiary Institution: The Lingnan Experience
Self-Access in Japan: Introduction
Engendering Autonomy and Motivation through Learner Reflection Tasks
Discovering Methods of Bettering our Writing Desk: A Report on Visits to US University Writing Centers.
The Need for Establishing an English Self-Access Center at Osaka University: Practical Suggestions and Guidelines
Book Review: Social Spaces for Language Learning: Stories from the L-café Edited by Garold Murray and Naomi Fujishima
Report on the Japan Association of Self-Access Learning (JASAL) 2016 Annual Conference
Evaluating Language Learning Spaces: Developing Formative Evaluation Procedures to Enable Growth and Innovation
Evaluating a Self-Access Centre's Effectiveness and Efficiency: A Case Study and Reflection
Building a Picture of Usage Patterns in a Language Learning Space: Gathering Useful Quantitative and Qualitative Data
Looking Backwards and Forwards: Evaluating a 15-Year-Old SALC for Continued Growth
Accessibility and the Promotion of Autonomous EFL Reading
The Metamorphosis of a Self-Access Centre in Hong Kong: From Theory to Practice (A Case Study)
A Reflection on the Relationship Among Self-Access, Classroom Learning, and Self-Regulation at National Preparatory #2 in Mexico
CEFR-J Based Speaking Program for a Self-Access Learning Center
Strategy Use in CALL-Based Self-Directed Foreign Language Vocabulary Learning
Book Review: Reflective Dialogue: Advising in Language Learning (Research and Resources in Language Teaching) Written by Satoko Kato and Jo Mynard
7th Independent Learning Association Conference in Wuhan, China, 4-7 November 2016: Foreword
7th Independent Learning Association Conference in Wuhan, China, 4-7 November 2016: Opening Speech
Self-Access Centre and Autonomous Learning Management: Where Are We Now and Where Are We Going?
The Pedagogy of Learner Autonomy: Lessons from the Classroom
Autonomy in the Time of Complexity: Lessons from Beyond the Classroom
Language Learning Beyond the Classroom: Access all Areas
The Evolution and Devolution of Management and Training Needs for Self-Access Centre Staff
Encouraging Autonomy Through a Community of Practice: The Role of a Self-access Centre
Promoting Learner Autonomy and Self-Directed Learning: The Evolution of a SALC Curriculum
Autonomy and Complexity in Social Learning Space Management
Interview with Jianying Du, Kerstin Dofs and Moira Hobbs on Friday, November 4th, 2016, Huazhong University of Science and Technology (HUST)
Learners' Work in a SAC: A Longitudinal Study
A Survey of Self-Access Foreign Language Centres in UK Higher Education Institutions: Format, Practices and Challenges in 2016
Social Language Learning Spaces: Globalization Glocalized
How to Support Students in Selecting Graded Readers
Peer Tutoring: Active and Collaborative Learning in Practice
Professional Development for Language Learning Advisors
Effects of Drawing and Sharing a 'Picture of Life' in the First Session of a Mentoring Program for Experienced Learning Advisors
Introduction: Supporting Leadership and Academic Development in a SALC
Conceptualizing Leadership Development in the KUIS SALC
Using Social Networks to Promote Collaboration and Leadership in Foreign Language Learning
The Evolution of a SAL Desk: From Academic Writing to Language Support
What Constitutes Effective Tutoring on Scripts and Oral Presentations? Report from the Waseda Writing Center
Principles of my TOEIC Test-Prep Workshops and Self-Access Online Materials for TOEIC Preparation
Book Review: Learning Japanese: Voices of Experience by Belinda Kennett and Yuriko Nagata
Language Learner Autonomy: Theory, Practice and Research by David Little, Leni Dam and Lienhard Legenhausen
Effects and Impact of Extensive Reading in Japanese University English for General Purpose Classes
Psychological Expertise Required for Advising in Language Learning: Theories and Practical Skills for Japanese EFL Learners' Trait Anxiety and Perfectionism
Role of MOOCs in Pakistani English Teachers' Professional Development
What Now? An Exploratory Analysis of Language Maintenance in Japanese Study Abroad Alumni
The Evolution of Learner Autonomy in online environments: A Case Study in a New Zealand Context
Introduction: Papers from JASAL 2017
Self-Access Centers and Autonomous Learning: Report on the Japan Association for Self-Access Learning (JASAL) Conference, 2017
Review of JASAL 2017 by a Student
Self-Access Environments as Self-Enriching Complex Dynamic Ecosocial Systems
From Theory to Practice: Considerations in Opening a New Self-Access Center
自律的日本語学習を支える学習環境としての留学生支援システム International Students Support System as a Learning Environment Fostering Autonomous Japanese Language Learning
Push, Don't Pull: One Self-Access Centre's Struggle for an Identity
Language Policy in Non-Classroom Language Learning Spaces
ニコニコ動画が持つバーチャルなセルフアクセスラーニングスペースとしての機能に関する考察~香港出身の日本語学習者の言語学習史をもとに~ The social networking service "Niconico Douga" as a virtual self-access learning space: An analysis of the language learning history of a Japanese language learner from Hong Kong
日本語スペイン語テレタンデムによる協働学習 Collaborative Learning through Japanese-Spanish Teletandem
自律学習の誘発を目的とした複数教員による討論型授業:大規模授業 おけるアクティブラーニングの手法と効果の考察 A Case Study of Debates Run by More than One Teacher in an Economics Class as a Teaching Method for Self-Access Learning
Disseminating a Learner Voice Through Collaborative Reflection
Introduction to the Special Issue
Understanding Curriculum: An Actor Network Theory Approach
Learners as Researchers of Their Own Language Learning: Examples from an Autonomy Classroom
Social Autonomy and Decision Making in L2 Group Work
Using Vocabulary Apps to Enhance Students' Vocabulary Knowledge
Phenomenological Analysis into Students' Self-Perceived Autonomy and Out-Of-Class Learning
Postmodernism as a Theoretical Framework for Learner Autonomy Research
Promoting the Development of Learner Autonomy and FL Oral Production through Peer Collaboration
Autonomy and Reflection on Practice in a Self-Access Language Centre: Comparing the Manager and the Student Assistant Perspectives
Becoming a Language Learning Advisor: Insights From a Training Program in Brazil
A Comparative Analysis of Writing Strategies and Performance at a Saudi University
'Learners About Learning' Student Conference Review
Review of the Independent Learning Association 2018 Conference
Motivational Dynamics in Language Advising Sessions: A Case Study
Primary Teachers' Experiences in Preparing to Teach Irish: Views on Promoting the Language and Language Proficiency
Chinese Language Learner Motivation: Vision, Socialization and Progression
A Pedagogical Attempt to Promote Japanese College EFL Learners' Self-Growth
Longitudinal Trajectories of Emotions in Four Dimensions Through Language Advisory Sessions
Exploring Third-Age Foreign Language Learning from the Well-being Perspective: Work in Progress
Exploring Facilitative and Debilitative Spaces: A Shift in Focus from Classrooms to Learning Systems
Conference Review of Psychology of Language Learning 3, Waseda University, Tokyo, Japan (June 7-10, 2018)
In-Training Advising Sessions for New Peer Advisors: Impacts and Benefits
Peer-Led Activities at a Self-Access Center in Brazil
Improving the Praxis of Conversation Club Leaders in a Community of Practice: A Case Study in a Self-Access Centre
Chinese-as-a-Foreign-Language Learners' Use of Self-Regulated Learning in Flipped/Blended Learning Environments – A Descriptive Study
Review of the JASAL 2018 x SUTLF 5 Conference
Space, Place and Autonomy in Language Learning by Garold Murray and Terry Lamb
Review of JASAL 2018 x SUTLF 5 and a Reflection on "Connection"
An Investigation into the Criteria Students Use When Selecting Graded Readers
Self-Assessment Surveys – A Tool for Independent Learning in Lower-tier Dependent Classrooms
Transformative Language Use in and Beyond the Classroom with the Voice Story App
As If … A Game Theory Perspective on Self-Access Learning
A Critical Review of Research on Language Learning Strategies Used by Arab Learners of English
Establishing Online Synchronous Support for Self-Access Language Learning
Adapting a Checklist of Materials Evaluation for a Self-Access Learning Center in Japan
Fostering English-Use in a SALC through a Discussion-Based Classroom Intervention
Exploring the Roles and Facilitation Strategies of Online Peer Moderators
Book review: Autonomy in Language Learning and Teaching: New Research Agendas edited by Alice Chik, Naoko Aoki and Richard Smith
Self-Determination Theory Conference Review: Egmond aan Zee, Netherlands (May 21 – 24, 2019)
Ashley R. Moore, Language Learning Center, Osaka Institute of Technology, Japan
Misato Tachibana, Language Learning Center, Osaka Institute of Technology, Japan
Moore, A. R., & Tachibana, M. (2015). Effective training for SALC student staff: Principles from experience. Studies in Self-Access Learning Journal, 6(4), 444-460.
Download paginated PDF version
Student staff can play a vital role in any Self-Access Learning Center (SALC) (Gardner & Miller, 1999; Cooker, 2010) and providing training for them is one of the key skills required of people managing SALCs (Gardner & Miller, 2013). This article charts the evolution over four years of a training program for student staff at the self-access language learning center at Osaka Institute of Technology in Japan. After detailing the institutional context of the center, we (the director and assistant manager of the center) discuss how, through a reflective process, the training program developed over this time period, moving from a group-based approach to a more individually-focused program. In the concluding section we draw on these experiences to put forward five principles that we believe will help others who are seeking to establish effective student staff training programs.
Keywords: self-access management, student staff, training, individualization of training
Osaka Institute of Technology (OIT) is a university located in Osaka, Japan. It consists of three faculties: Engineering, Intellectual Property and Information Technology. The university has about 7000 undergraduate students and 500 graduate students. The Language Learning Center (LLC) was established in 2012 through a bilateral agreement between OIT and Kanda University of International Studies (also located in Japan). The LLC is a Self-Access Learning Center (SALC) but also provides various taught courses. The working mission of the center is to:
" … create a self-access learning community in which OIT students, faculty members, and administrative staff of all proficiency levels can further their language learning. The LLC team wish to aid users in becoming autonomous, critically reflective, life-long language learners, and hope to support OIT in achieving its vision of developing globally fluent graduates who can thrive in the globalized workplace. Through collaboration with OIT professors and administrative staff, we hope to establish the LLC as a gateway to the international world."
Institutionally, the LLC falls under the purview of the Academic Affairs office. The center is staffed by four full-time lecturers (one of whom, Ashley R. Moore, is the LLC director and co-author of this paper), one assistant manager (Misato Tachibana, co-author), and 16 student staff (see next section for more details).
The LLC offers many different kinds of services such as Consultation Room (15-minute conversation sessions with one of the lecturers), Free Conversation (a lunchtime English conversation session run by a lecturer and a student English Conversation Assistant), a structured Speaking Program (run through the Consultation Room), an Independent Learning Program (an advising program facilitated by the lecturers who have been trained in language advising), and an advising program for the Test of English for International Communication (TOEIC). In addition, the lecturers provide non-credit elective courses such as a study abroad preparation course. Besides these services, students also have access to various English learning materials such as comics, grammar textbooks, etc. (see Language Learning Center, n.d., for further information).
LLC student staff
The student staff each work a two-hour shift once a week. They are currently divided into two roles: English Conversation Assistants (ECAs) and Reception Assistants (RAs). ECAs work with lecturers during Free Conversation to help users to participate in the interaction. The RAs' (the main focus of this paper) primary duties are to help users in the LLC, staff the counter, and carry out administrative tasks when required. In the next section we chronicle the evolution of the training program for the RAs over the four years since the establishment of the LLC.
Evolution of the Reception Assistant Training Program
When the LLC first opened, we had a very short window within which to physically set up the center and train students (recommended as students with an interest in English by the English language professors at OIT) as RAs. A training session was somewhat hastily put together by the assistant manager and the director, and consisted of a one-off group meeting (conducted in English) in which we demonstrated their basic duties to the students and covered (through a combination of brainstorming and translation tasks) some potentially useful language that could be used by staff during interactions with users in the LLC. Once it was drafted, we also shared the LLC mission statement (see above) with students. A second group training meeting was also held at the beginning of the second semester in which we reiterated duties that were commonly being missed by the RAs and demonstrated the correct procedures for some administrative tasks, such as processing new materials. During this first year, we also received feedback from the OIT professors that one of the RAs was dissatisfied with the amount of English they could use during their shift as they were often working alone and asked to perform administrative tasks. This highlighted a number of issues; 1) a mismatch between the RAs' expectations of the job and the occasionally mundane reality of running a SALC, 2) a lack of interaction between the student staff and the rest of the team (exacerbated by the fact that the RAs were mostly covering the reception counter alone), and 3) that we had not given the RAs sufficient 'sanction' to express their feelings directly to us if they were unhappy.
A small number of RA positions opened up, necessitating the organization of a recruitment drive and interviews (Appendix A). In addition to fairly standard interview questions, we took it as an opportunity to clearly explain certain aspects of the job (such as the fact that the role did not always involve speaking in English for an entire shift) that, as discussed above, had led to occasional dissatisfaction amongst the first cohort of RAs.
Based on our experiences during the first year, it became apparent that a single group training session at the beginning of each semester was insufficient, as Connell and Mileham (2006) and Neuhaus (2001) have also found. In fact, a number of basic duties were being routinely missed by some RAs and so a follow-up group training meeting touching on these issues was held in the middle of each semester. These training sessions were increasingly conducted in Japanese (the first language for most of our student staff) as we found that the RAs tended to understand our expectations and instructions more clearly.
As set out in our mission statement, one of our goals was to build a 'self-access learning community' or Community of Practice (CoP) (Wenger, 1998) through the LLC. However, working conditions for the student staff largely prevented them from developing, following the CoP model, any sense of mutual engagement, joint enterprise or shared repertoire amongst themselves. In an attempt to provide a forum through which the students could communicate, we set up a Facebook group and made it part of the RAs' basic duties to post in the group and read others' comments. This proved to be ineffectual however, as although some RAs used Facebook, many did not. The fact that the interaction was prescribed also meant that when it did take place, it was often forced. We came to realize that a successful CoP cannot be cultivated by making membership a duty.
In the third year of the project, there were three major changes in terms of the LLC student staff. Firstly, we expanded our services to include the Free Conversation sessions. This gave us an opportunity to create the ECA positions (see above). This raised the number of student staff to 16, and created two groups with quite separate training needs. Secondly, as we spent more time with the students, we came to see them, not as a homogenous group, but as individuals with their own interests and skill sets. In addition to their basic responsibilities, we created individual roles for each RA to match their particular skills:
Eco-Supervisor (taking care of the plants in the center)
Social Networker (promoting the LLC through various social networks)
Translator (translating various documents between English and Japanese)
Graphic Designer (creating various graphic products for the LLC, e.g. posters)
Display Supervisor (creating and maintaining shelf displays)
With this diversification of roles it became clear that there was a need for regular individual training. This resulted in the third major change: OIT agreed to allocate 90 minutes per week in the director's schedule for individual student staff training meetings. Each student participates in three 30 to 45-minute meetings per semester. These meetings are co-facilitated by the director and the assistant manager.
At first, these individual meetings were loosely structured around the following questions:
Do you have any questions about your work?
Do you have any ideas for improvements that could be made to the LLC?
What are your professional goals?
What do you want to achieve before our next meeting?
When it was needed, we also used these meetings as a chance to offer supplementary training for those students who were having difficulties. Knowing that our student staff lacked opportunities to interact with each other, the second meeting during the second semester was run as a focus group between three to four students, during which we gave them time alone to introduce themselves, discuss what they enjoyed about their work and, most importantly, how they thought the LLC could be improved. We joined the group towards the end of the meeting and the students (perhaps emboldened by the opportunity to combine their voices) summarized their ideas to us. Many of these ideas (such as changes to the layout of the center) were implemented. These focus groups, along with the fact the student staff had taken it upon themselves to form a group through the LINE social networking app (crucially, this interaction was not 'enforced' by us and the platform was one that was already popular among the students), meant that a CoP finally appeared to be forming, driven by the student staff themselves.
Over the first 12 months, these meetings proved to be successful. However, there were a number of issues with the new training system. The open yet repetitive structure of the individual meetings meant that they began to lose some of their initial effectiveness. Related to this, we identified a need for a wider variety of more focused 'User Support' training sessions, crucial given that the RAs usually work alone and thus, as Beile (1997) has noted, 'their performance can have an inordinate impact upon the center's reputation'. Lastly, the hurried notes made during each training meeting were often hard to make sense of several weeks later. Like Connell and Mileham (2006), we found that a more robust system for tracking the individual progress of sixteen student staff was needed.
In our current year of operation the increased individualization of the RA role has begun to reap rewards, and we have watched with pleasure as the students have taken larger ownership over their roles within the center. For example, Shunsuke (pseudonym), one of the Eco-Supervisors, brought in a project that he had been working on at home: a 10-page guide on how to care for the various plants within the LLC, written completely in English. He explained how he had wanted to make sure the knowledge he had built up was passed on to future Eco-Supervisors once he had graduated. It has become clear that many of our student staff are now ready to take on a mentoring role for others. As trainers, we also need to recognize that student staff need support as they transition into a mentoring role. During Shunsuke's training meetings, we are providing feedback on his English and encouraging him to think critically about how to improve the text as a training tool for others.
This year we have tried to introduce a phase of more focused 'User Support' individual training sessions, and have created sessions in which we discuss the key features of excellent user support and then perform a role-play with the student staff member 'acting' as themselves, one of us acting as a user and the other taking observations on the student staff's performance (Appendices B & C). After the role-play, we discuss our observations, praising the student as much as possible, while also identifying areas where they could improve for next time.
Through the course of these training sessions, we were surprised to find that many students did not recommend services or materials that obviously suited the 'user's' needs. We discovered a common reason behind the omissions: the student staff lacked key knowledge about some LLC services and materials because they had never personally used all of them. Thus, we have realized that a major phase of training has been missing from our training program: an early focus on 'Knowledge Building'. To this end, during a student's first semester of work, we are now asking them to work through a checklist of the most popular LLC materials and services (Appendix D) to ensure they have experienced them.
At the end of the third year we had noted the need for a more robust information management system for the training meetings. This year we have started using a simple database through Google Forms. Data is entered after each training session. As a result, the notes are more detailed and coherent (as they are written after, rather than during, the meeting) and we are better prepared for subsequent meetings. The database notes (see Appendix E) from previous meetings are shared with each student (and are written in a tone that bears this in mind), and we feel that the amount of detail included and 'permanency' of them being recorded in the database, send a strong message to the students that the training is important and we are invested in their development.
Five Principles for Effective SALC Student Staff Training
Having detailed the development of the RA training program in response to various challenges, in this concluding section we consider future directions for the RA training program, before putting forward overarching principles for effective SALC student staff training.
It is important to note that the RA training program is still very much a work in progress. From April 2016, our main objective is to provide more opportunities for experienced RAs to act as peer mentors in the training of new RAs. For example, we have asked the student featured in Appendix E to provide an example tour to new RAs during the initial group training session. In terms of support, we have been providing extra feedback and practicing the tour with the student in order to build his confidence as a mentor. A further objective is to consolidate the training program into a series of distinct phases (see Principle 2 below) and produce a training manual that each student will gradually work through, with acknowledgement of their achievements as they progress. We offer the following five principles that, based on our experiences, can guide those wishing to implement or refine similar programs.
Recognize each student as an individual and tailor their roles and the form and content of their training accordingly
Over the years, we have moved towards an increasingly individualized style of training for our student staff, and have seen a host of benefits. Observing each student staff's learning style and adapting one's approach accordingly can aid understanding. For example, some students only need a simple description of their duties and an explanation of the purpose, while others may have a more visual or kinesthetic learning style. In terms of language we have found that using Japanese in some cases can be more effective and lead to fewer misunderstandings. Managers should also acknowledge that each student will bring a different skill set to the center, and create space within the student's role in which they can show initiative and utilize these skills. Though we have been extremely fortunate to have been given officially designated time in our schedules to provide individual meetings, those without such affordances should note that we also provide training during the RAs' shifts. Ensuring that there is sufficient time in each student's shift when they are working alongside others should provide ample opportunity for individualized training.
Identify and prioritize different training phases
SALC managers should identify the micro skills and knowledge required of student staff and group them into prioritized phases. The creation of such a system ensures that the training provided is timely and that every student eventually completes all of the training phases. This is especially important if, as we would recommend, the training is individualized as much as possible. Other contexts may find different phases more appropriate, but the current LLC training program has coalesced into the phases shown in Figure 1.
Figure 1: Phases of the RA Training Program
Create effective data management systems
Any ongoing training program, and in particular those which are individualized, will require a reliable and intuitive data management system. Systems such as Google Forms help trainers to ensure that the support they provide is efficient and effective, while the fact that the data is electronically stored enables trainers to quickly check a particular student's progress over several years and maintain institutional memory.
Facilitate (but not enforce) the development of a Community of Practice amongst student staff
A great deal of the training and learning that takes place in any group happens informally between peers. The formation of a successful CoP among student staff will enable this kind of training and resultant relationships are often instrumental factors in terms of keeping team members happy and fulfilled at work. However, trainers should critically assess whether the ways in which students work are conducive to the development of a CoP. Where they are not, efforts should be made to encourage student staff to find a forum for communication that works for them. Furthermore, we have found that these forums tend to work best when managers maintain a mostly 'hands-off' approach.
Be conscious of power dynamics and whether student staff are afforded the 'right to speak'
In our experience, many of the best results emerging from the student staff training program have stemmed directly from instances when students have been given the space to give feedback about their roles and the ways in which the center is run. Moreover they must also feel empowered enough to do so. It perhaps goes without saying that these affordances cannot be assumed. Rather, trainers and managers must create them. We suggest finding ways for students to take more individual responsibility and facilitating focus groups and individual training sessions as possible steps towards such empowerment.
While we hope that these principles will be useful to others, we intend to continue developing the LLC student staff training programs and adding to this list in the future.
Notes on the contributors
Ashley R. Moore is the director of the Language Learning Center at Osaka Institute of Technology. His research interests are in identity and language learning, self-access management, and English for specific purposes. His work has been published in TESOL Quarterly and as a chapter in The applied linguistic individual: Sociocultural approaches to identity, agency and autonomy (Equinox, 2013).
Misato Tachibana is the assistant manager of the Language Learning Center at Osaka Institute of Technology. Her research interests include self-access management, staff training and using qualitative data from SALC users to inform development of the center.
Beile, P. M. (1997). Great expectations: Competency-based training for student media center assistants. MC Journal: The Journal of Academic Media Librarianship, 5(2). Retrieved from http://wings.buffalo.edu/publications/mcjrnl/v5n2/beile.html
Connell, R. S., & Mileham, P. J. (2006). Student assistant training in a small academic library. Public Services Quarterly, 2(2/3), 69-84. doi:10.1300/J295v02n02_06
Cooker, L. (2010). Some self-access principles. Studies in Self-Access Learning, 1(1), 5-9. Retrieved from https://sisaljournal.org/archives/jun10/cooker/
Gardner, D., & Miller, L. (1999). Establishing self-access: From theory to practice. Cambridge, UK: Cambridge University Press.
Gardner, D., & Miller, L. (2013). The management skills of SALL managers. Studies in Self-Access Learning, 4(4), 236-252. Retrieved from https://sisaljournal.org/archives/dec13/gardner_miller/
Language Learning Center. (n.d.). Retrieved from http://www.oit.ac.jp/japanese/gakusei/llc.html
Neuhaus, C. (2001). Flexibility and feedback: A new approach to ongoing training for reference student assistants. Reference Services Review, 29(1), 53-64. doi:10.1108/00907320110366813
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press. doi:10.1017/CBO9780511803932
Appendices: See PDF version
Enter your email address to subscribe to this website and receive notifications of updates by email.