JASAL2019AnnualConferenceConferenceProgrammeNewBeginnings

Saturday,November30,2019&Sunday,December1,2019OtemonGakuinUniversity(Osaka)

Welcome!TheJapanAssociationforSelf-AccessLearning(JASAL)isverypleasedtoinviteyoutojointheJASAL2019AnnualConference.Theaimoftheconferenceistobringtogetherpractitioners,administrators,andstudentsinvolvedinthefieldofself-accesslearningacrossJapanandbeyondtoshareourinnovativepractices,tolearnfromeachother,andtoinspireeachothertoexpandthisfieldinJapaneseinstitutions.Pleasejoinusfortheplenarytalk,andawidevarietyofpresentations.Wehopethatyouwillhaveafruitfuldaylearningaboutinitiativesatotherinstitutions,participatingindiscussions,andmeetingmanylike-mindedcolleagues!Lastbutnotleast,weareverythankfultoOtemonGakuinUniversityforsupportingusinholdingthisconference.

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。

Pre-ConferenceSACToursWewillvisit2SACsinOsaka.

Date:Friday,November29Time:15:00-18:151)RitsumeikanUniversityOsakaIbarakiCampus

BeyondBordersPlaza(BBP)2)OtemonGakuinUniversityAiCampus

E-CO(EnglishCafeatOtemon)

JASALBoardClairTaylor(President)RobWerner(Publicity)BrandenKirchmeyer(Treasurer)UmidaAshurova(MembershipChair)JoeTomei(PublicationCo-Chair)MutsumiKawasaki(PublicationCo-Chair)KatherineThornton(EventsCoordinator)HisakoYamashita(StudentInvolvementCoordinator)

JASAL2019ConferenceChair:KatherineThorntonOtemonOn-siteOrganisingCommittee: AyakoUeda,KrisRomanoff

QuickGuidetotheJASAL2019Conference

LunchSaturdayLunch:Lunchisprovidedtoparticipantswhopre-registered(byNovember1st).Forthosewhomissedthepre-registrationperiod,itispossibletopurchaselunchfromthecafeteriaonSaturday.Thereisalsoaconveniencestoreoncampus,oryoumaybringyourownfood.

SundayNetworkingLunchBento(Optional)ALunchBentoisprovidedtoparticipantswhoregisteredforandmadeadvancedpaymentbyNovember1st(Non-Refundable).Wrapuptheconferencebyeatingabentolunchon-sitewithotherparticipants.

FamilySpaceAsmallFamilySpaceisprovidedinGlobalStudiowhereyourpartnerandchild(ren)canrelaxwhileyouenjoytheconference.It’sfreeofcharge.Therearealsotwosmallparksonlytwo-minutes’walkfromthevenue.

RegistrationPre-registration: Late or On-site registration:

JASALMembers: ¥2500(Saturday lunch included)/¥3000 (Saturday lunch NOTincluded)Non-members: ¥3000(Saturday lunch included) /¥3500 (Saturday lunch NOTincluded)Undergraduate students: ¥500(Saturday lunch included)/¥0(Saturday lunch NOTincluded)

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Student Forum学生フォーラム (15:30-17:00,GlobalStudio)Inthis forum,SACstudent staff from some universities who participated intheStudent Conferencewill present posters about the progress oftheir actionplanstoimprove their respective SACs,andshare andexchange ideas.This forumisopentoeveryone.Any student can join!Teachers/Advisors andadministrativestaff are also very welcome tojoinor popin.

StudentVolunteerStaffTherewillbestudentvolunteerstaffavailabletohelpyounavigateJASAL2019.Theywillbeassistinginavarietyofways,includingwiththereception,refreshments,ushering,andotherconferencesupport.TheycanassistyoueitherinJapaneseorEnglish.

EveningNetworkingReceptionSaturdayevening,6p.m.(Notopentoundergraduatestudents)¥4,500(AdvancedpaymentbyNovember1st.Non-Refundable.Venue:藁焼き個室居酒屋た藁や茨木店1-2-10Ekimae,Ibaraki,Osaka567-0888Tel:072-697-9080https://goo.gl/maps/bEcg5edqSkscaqxB6

Administrators’Forum職員フォーラム (14:00-15:00,A473)This forumprovides atime forSACadministrators toget together anddiscuss commonissues facing them inmanaging SACs effectively.

PleasenotethatsmokingisprohibitedonOtemonSojijiCampus.

ConferenceSpacesonSojijiCampus

1F

Registration

Poster SessionStudent Forum

Family Area

Plenary

Sunday Presentations

4th Floor

Saturday Presentations

2nd Floor

Sunday Presentations

To JR Sojiji Station

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PlenaryTalk10:00-11:00Presentation

Studio

Inlinewiththeconferencethemeof‘NewBeginnings’,thisplenarytakesthestartofanewera,theReiwaerainJapan,asitsinspiration.RatherthanfocusingonaspecificaspectofSALCsthemselves,thisdiscussiontakesastepbackfromtheday-to-dayrealitiesofworkingwithinanddevelopinglearningspaces,andfocusesratheronlargermovementshappeninginsociety,withaviewtowhatthesemeanforwhatSALCscouldorshouldbe.

Exponentialchangeandglobalisationarepowerfulaspectsofourpresentandfutureexistencethatarguablyrequiresignificantadjustmentstoeducationalmodels.Mytalkwillmakethecaseforatransdisciplinaryapproachtounderstandingandtacklingthissituationfromtheperspectiveoflearnerdevelopmentandfutureneeds.ThisdiscussionwillbesituatedintheculturalcontextofJapananditseducationsystems.

IntheirshorthistoryinJapan,SALCshavebeenadriverforeducationalchange.AlthoughnotwoSALCarethesame,thisplenarymakestheargumentthattheycanplayacentralroleinpromotinganddevelopingfuture-focusededucationwithintheirinstitutions.IwillthensharewithyouwhatIhavelearnedfromthesestudiesandtheimplicationsforthedevelopment,managementandday-to-dayoperationofself-accesslearningfacilities.

BioDr.LukeCarson isanAssociateProfessorintheInternationalStudiesFacultyatHiroshimaCityUniversity.HealsoservesasaPhDanddoctoralsupervisorintheareaoflearningforanumberofuniversities.Dr.CarsonhasbeeninvolvedinSelf-Accesslanguagelearningforthepasttwodecades,workingacrossavarietyofSALCsasaLearningAdvisor,aSALCcoordinator,andaSALCconsultant.TheseexperienceshaveinvolveddevelopingnewSALCs,designinganddeliveringtheeducationalprogrammesandopportunitiesavailable,thetrainingofstaffandtheadministrationofthecentresthemselves.Examplesofhispublicationsinthisareaare:

Mynard,J.,&Carson,L.(2012).(Eds.). Advisinginlanguagelearning:Dialogue,toolsandcontext.London,UK:Longman.

Carson,L.(2012).Developingadeeperunderstandingoflearningprocessingduringunguidedlearningtasks. StudiesinSelf-AccessLearning,3(1),6-23.Retrievedfrom https://sisaljournal.org/archives/march12/carson/

Carson,L.(2015).Humanresourcesasaprimaryconsiderationforlearningspacecreation. StudiesinSelf-AccessLearning,6(2),245-253.Retrievedfrom https://sisaljournal.org/archives/jun15/carson/

Carson,L.(Forthcoming,2020). Insidetheindependentlearningexperience:Cognition,metacognition,andemotion.EducationalPsychologySeries.London,UK:Routledge.

SteppingBack,SteppingOutandMovingForward:SALCsasdriversoffuturefocusededucation

Dr.LukeCarson,HiroshimaCityUniversity

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JASAL2019ConferenceScheduleSaturday,November30,2019

9:00-9:45 Registration (1F,GlobalStudio)

9:45-10:00 OpeningRemarks (1F,PresentationStudio)

10:00-11:00 PlenaryTalkbyDr.LukeCarson(1F,PresentationStudio)“SteppingBack,SteppingOutandMovingForward:SALCsasDriversofFuture-FocusedEducation”

11:00-11:15 11:00-11:15CoffeeBreak(WILHall)

A-471 A-472 A-473 A-481

11:20-11:45Pres.1

SupportingStudentsThroughaMoreInclusiveLanguagePolicyTerao&Tweed

NewProject“e-confidence”Yanagita&Miyamoto<Student>

UnderstandingPromotionandPreventionSystemsinMotivation:ImplicationsforAdvisingandTeachingEdlin

FromZerotoHero:HowWeIncreasedtheUsersofOur‘FreeConversation’ ServiceWorth,Cladis,Eades,Tachibana,Nakagawa,Vuorinen,Yamashima

11:50-12:15Pres.2

OurNewProject:EnglishMarathonandALLRoomsHamada,Toyoshima,Sato,Ito

WhatStudentStaffcanDevelopforNINJASasaki,Takenaka,Terasawa,Kaneko<Student>

EnhancingEFLStudentMotivationforGreaterSelf-AccessLearningStringer&Mertens

ExpandingtheReachofSACs:FindingOpportunitiesforBridgeBuildingonCampusWerner,VonJoo,Suga

12:20-13:30 12:20-13:30Lunch(Cafeteria)

GlobalStudio A-472 A-473 A-481

13:30-13:55Pres.3

Workshop PosterSession1(13:30-14:15)

AFreshPerspectivefor“HowDoIImproveMyEnglish”Humphrey

IntroducingNewRolesforStudentWorkers:AnAdministrator’sApproachYamamoto

NewBeginningsforTeachersandLearners:TappingintoEmotionsinSelf-AccessLearning(Workshop)(13:30- 14:15)Mynard&Shelton-Strong

14:00-14:55Forum

SACAdministrators’ForumSAC職員フォーラム(14:00-14:55)

PosterSession2(14:15-15:00)14:30-14:55

Pres.4

LookingThroughBorrowedLenses:TowardaDefinitionofLearnerAdvisorAutonomyWarrington&Parsons

IsitaSALC?ACaseStudyoftheGlobalCommonsatKyotoSangyoUniversityLavolette&Claflin

15:00-15:30 15:00-15:30CoffeeBreak(WILHall)

15:30-15:55Pres.5

StudentForum(15:30-17:00)

AccessingtheCreativeSelf:AFrameworkforEncouragingInnovativeL2ExpressionFerguson

FreeMobileGameforHigh-FrequencyVocabulary– TheScienceofUncertainRewardsandDopamineCihi(Lexxica- Commercial)

FreedomorFocus?ApproachestoFosteringAutonomousLearnersHutchinson

16:00-16:25Pres.6

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

Kawasaki

DesigninganIndependentLanguageLearningSystemBenson

ParticipatoryStudentResearchasSelf-AccessLearningSykes

16:30-16:55Pres.7

TheTandemLearningPrograminKyushuUniversity:RecentOutcomesandFutureChallengesHarada,Kitagawa,Wolanski,Wakisaka

ArticulatingtheRoleoftheSelf-AccessLearningCenterinaTranslingualEnvironmentOhara,Mizukura

FosteringIndependentLearners:AClassroom-basedLearnerTrainingEto,Tang,Itoi,Saunders

17:15 Meet inGlobalStudio(1F)totravel tothe networking reception45

13:30-14:15

PosterSession1

Self-AccessLearningCenterChallenge:BalancingHumanResources,StudentDemand,andSchedulingConsiderationsforAcademicAdvisingandConversationPracticeKevinMueller

AComparisonofTwoSocialAreasRichardHill

AcademicAdvisinginSelf-AccessLearningChelseaSchwartz

EnhancingStudentParticipationandExperienceinNewlyConstructedSelf-AccessCentersChrisPond&ScotMatsuo

InternshipatE-CO<StudentPresentation>HoeyLiu,RyuheiIkeda,AyakaSatake

AssessingtheImpactofEncouragingLanguageMajorsinJapantoPartakeinLinguisticRisk-takingActivitiesPhoebeLyon,EwenMacDonald,NicholasThompson

EnglishShopbyStudentStaff:BringingmyExperienceinStudyAbroadintotheEvent<StudentPresentation>ManamiIchinotani

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14:15-15:00

PosterSession2

EffectiveWaystoStudyIELTSattheSelf-AccessLearningCenterMisatoSaunders

PassporttoSuccess:Students’PreferredTasksforLinguisticRisk-TakingAnnaTwitchell,HeatherYoder,BethanKushida,JeffreyGoncalves,KandaUniversityofInternationalStudies

NurturingLearners’UseofanEnglishSpeakingAreainaMultilingualSpaceYuriImamura,IsraWongsarnpigoon

EncouragingGreaterSACUse:ACaseStudyofInstructor-LedActivitiesDesignedforStudentsintheDepartmentofChildEducationatHokurikuGakuinUniversityKatherineShreves

HowtoincreasetheNumberof”e-space”Users<StudentPresentation>YukaSakuma,MamiOkawa,RisaMatsui(Students)

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

TetsuoKato

PosterSession1(GlobalStudio)(13:30-14:15)

PosterSession2(GlobalStudio)(14:15-15:00)

JASAL2019ConferenceScheduleSunday,December1,2019

9:30-10:00 Registration(1F,GlobalStudio)

PresentationStudio(1F) A-261(Techstream) A-271

10:00-10:25Pres.8

IncentivisingSACUse:TheRoleofDifferentRewardSchemesinServiceUptakeataSelf-AccessCentreThornton

CanLearningAlsoBeFun?CurrentandFutureConsiderationsforDigitalGame-BasedL2LearningAndersson

10:30-10:55Pres.9

PeersHelpingPeers:DailyManagementoftheEnglishPLAZAHays

TheDevelopmentofPeerCollaborationandLearnerAutonomyinOnlineSocialNetworkingSpacesPeeters

TransitioningintoanAdvisorBennett

11:00-11:30 CoffeeBreak(WILHall)

11:30-11:55Pres.10

ATheoreticalProposalforConceivingMexicanSALCsintoLearningEcosystemsPeñaClavel

自己管理型オンライン学習における

動機づけプロセス：仮装学習環境に

おける日本語学習の事例から

ChenJingyi

DiscoveringtheRolesoftheLanguageLearningAdvisor:MyPersonalJourneyFukutome

12:00-12:25Pres.11

ManagingaUniversityEnglishClubasanAdvisoryInstructorLee

AnalysisofRewardandMotivationSystemsinCommercialandNon-ProfitSelf-AccessLearningSystemsAllensworth

対談式タンデム学習における自律的な

学習とその変化

Hayashi&Cai

12:30-12:50 JASALAGM(PresentationStudio)

12:50-13:15 Reflection&ClosingRemarks(PresentationStudio)

13:15-14:00 Lunch(GlobalStudio)

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JASAL2019AnnualConferenceProgrammeSaturday,November30PresentationAbstracts

Abstracts

9:45-10:00 OpeningRemarks

10:00-11:00Presentation

Studio

PlenaryTalkbyDr.LukeCarson“SteppingBack,SteppingOutandMovingForward:SALCsasDriversofFuture-FocusedEducation”

11:20-11:45A-471

SupportingStudentsThroughaMoreInclusiveLanguagePolicyRumiTerao&AndrewD.Tweed(MeijoUniversity)Inthistalk,thepresenterswillsharetheirexperiencesofchangingaSALCfromanEnglish-onlytoanEnglish-firstlanguagepolicy.Theywillbeginbytalkingabouttheoriginalpolicyandtheproblemsthatitcaused.Followingthat,thepresenterswillsharethenewer,English-firstpolicy.TheEnglish-firstpolicyhasresultedinpositivechangesintheSALC.Theirdiscussionwillfocusonspecificactions,involvingbilingualmaterialsandcommunicationstrategies,thatwereimplementedinconjunctionwiththepolicy.Timewillbeincludedattheendforquestionsandanswers.

11:20-11:45A-472

NewProject“e-confidence”<StudentPresentation>NagisaYanagita&KurumiMiyamoto(KonanWomen’sUniversitystudents)Inthispresentation,we,thestudentstaffatourself-accesscenter,willtalkaboutournewproject“e-confidence”whichwedecidedtostarttogetmorestudentswhoareinterestedinimprovingtheirEnglishskillcometoourself-accesscenterandgainconfidence.Alotofstudentssay“Idon’tknowwhattotalkaboutinEnglishandIdon’tknowhowtostudyEnglish”,“IshouldstudyforTOEIC,butIdon’tfeellikeit”.Wewilltalkaboutthedetailsofourprojectandoursurveyresults.

11:20-11:45A-473

UnderstandingPromotionandPreventionSystemsinMotivation:ImplicationsforAdvisingandTeachingCurtisEdlin(KandaUniversityofInternationalStudies)Thispresentationdrawsfromregulatoryfocustheoryandintroducesitsmotivationalsystems—promotionandprevention(Higgins,1997;Scholer&Higgins,2012)—whichofferausefullensforidentifyingandaddressingmotivationaldifficultiesinameaningfulway.Thesetwosystemswillbedescribedindetail,includingtrade-offs,relativestrengthsandweaknesses,andimplicationsinself-accesslearningandadvising.Further,soloandgrouptasksthatbenefitfromeachtypeofmotivationalsystemwillbeidentified,alongwithexamplesofhowtoidentifylearnermotivationalprofiles,thenintroduceandapplyaffectiveandmeta-affectivestrategiestosupportthecontrolandmanagementofeachsystem.

11:20-11:45A-481

FromZerotoHero:HowWeIncreasedtheUsersofOur‘FreeConversation’ ServiceAlexanderWorth,ChrisCladis,JeremyEades,MisatoTachibana,NanamiNakagawa,OlliJesperiVuorinen,ToshiharuYamashima(OsakaInstituteofTechnology)AreasorserviceswherelearnersofEnglishcangathertotalkwithateacherinunstructured‘freeconversation/talk’areafeatureofmanySelfAccessLearningCentersandsimilarinstitutionsaroundJapan.Thepresenterswillsharethemeasurestheytooktoincreasethenumberofusersoftheirunderused‘FreeConversation’serviceataSALCbasedinatechnologyuniversityinJapan.TheSALCteambeganwiththegoalofencouragingmoreusersand,inturn,fosteringastrongersenseofcommunityduringthe‘FreeConversation’sessionsthatwouldleadtoanincreaseinthenumberofusersoftheSALCasawhole.

11:50-12:15A-471

OurNewProject:EnglishMarathonandALLRoomsYoHamada,NanakoToyoshima,KannaSato,SatokoIto(AkitaUniversity)Inthispresentation,themanagingprofessorandthestudentworkerswhohavejoinedandmanagedaprojectcalledEnglishMarathonwillreportthefollowingfivetopics:1)TheEnglishMarathonschedule;2)Ourhand-madeEnglishcamp;3)Ourdailyserviceandadvicetotheparticipantsasmentors;4)ResultsoftheTOEICscores;5)ActualexperiencesoftheEnglishMarathon.ThiswillbebeneficialtotheaudienceiftheywouldliketoplantheirownEnglishmarathonbyusingtheirSAC,andthattheywilllearnwhatneedstobedonetogetsuccessfulresults.

11:50-12:15A-472

WhatStudentStaffcanDevelopforNINJA<StudentPresentation>HikaruSasaki,HikariTakenaka,MarumiTerasawa,KodaiKaneko(KyotoUniversityofForeignStudiesstudents)ThepurposeofthisresearchistofindoutpointsofhowwecanimproveourNINJA—akindofSALC—throughsurveysfromsessionusersandstudentstaff(NINJACast).First,wewillexplainwhatservicesstudentscanreceivefromNINJAandhowtheNINJACastworksonprovidingopportunitiesforlanguagelearningtostudents.Then,wewillobserveeachsessionprovidedforstudentsinthelightofthesurveysandfeatureoneuser’sopinionofthosesessions.Moreover,wewillexplainwhattheNINJACasthaslearnedfrombeingacorepartofNINJA.Lastly,wewillproposesomepossibilitiesforNINJA.

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Abstracts

11:50-12:15A-473

EnhancingEFLStudentMotivationforGreaterSelf-AccessLearningTomStringer&CraigMertens(KonanUniversity)First-yearuniversitystudentsincompulsoryEFLlearningenvironmentsmaylackintrinsicmotivationtostudylanguageproperly,letaloneuseaSAC.Thisresearchpresentationoverviewsacurrentlyon-going,controlgrouppilotstudyinwhichexchangestudentsareinvitedtojoingroupworkandtasksinfreshmenEnglishSpeakingclassroomsmultipletimesthroughoutacourse.DatacollectedsofarsuggeststhattheseinterventionshavethepotentialtoincreaseintrinsicmotivationinlanguagelearningandSACusage.

11:50-12:15A-481

ExpandingtheReachofSACs:FindingOpportunitiesforBridgeBuildingonCampusRobertWerner,LuciusVonJoo,SuzuneSuga(RyutsuKeizaiUniversity)WewouldliketostartadialogueonnewwaysSACsmightbeutilizedthroughprogramsthatbuildbridgeswithdiversecampusgroups,suchasstudentclubs,officialsportsteams,andotheraffiliations.Thispresentationwilldiscusshowsuchprogramsweredesignedandimplemented,takingintoaccounttheneedsofgroupsofstudentswhohadnotpreviouslybeenactiveSACusers.Wewillincludeexamplesandwaysourmodelmightbeadaptedforothercontexts.Weinviteparticipantstoengageinadialoguetoexplorepossibilitiesincampusconnections.

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12:20-13:30Lunch(Cafeteria)Abstracts

13:30-14:15Poster

Session1

Self-AccessLearningCenterChallenge:BalancingHumanResources,StudentDemand,andSchedulingConsiderationsforAcademicAdvisingandConversationPracticeKevinMueller(TokyoInternationalUniversity)TheGlobalTeachingInstitute(GTI)atTokyoInternationalUniversityhastwoareas,AcademicAdvising(AA)andEnglishLounge(EL),wherestudentscaninteractwithfacultyandhigh-proficiencypeersoutsideofclassinatSelf-AccessLearningCentercalledTheEnglishPlaza.Withfiftyfacultymembersand26studentstaff,humanresourcesarelimitedasTIUhasanapproximatestudentpopulationof4,800onCampus1;2,000studentsmajorinEnglishortakeEnglishcontent-basedcourses.Balancinghumanresources,studentdemand,andschedulingconsiderationsareachallenge,andthesethreefacetswillbediscussed.

13:30-14:15Poster

Session1

AComparisonofTwoSocialAreasRichardHill(MeijoUniversity)Inspeakingpracticecenters,studentscanmakeappointmentstomeetone-on-onewithateacheroralearningadvisorinordertodeveloptheirorallanguageskills.Alternatively,studentscansitdownwithconversationpartnersorotherstudentstoconversefreelyonsofaswithoutmakinganappointmentinadvance.Fromthepresenter'sexperiences,learnersaredrawntothesesocialspacesforvariousreasons.Whilebothspacespresentopportunitiestousethetargetlanguage,theirarrangementsexhibitparticularaffordancesandconstraints.Inthisresearchpresentation,Iwillshowmyconclusionsfromcomparingthesetwospacesinordertorevealtheiruniquequalities.

13:30-14:15Poster

Session1

AcademicAdvisinginSelf-AccessLearningChelseaSchwartz(JuntendoUniversity)&JarwinMartin(TempleUniversity)Thispresentationwilldemonstratethesignificanceofacademicadvisingintheself-accessenvironment.Studentsoftenneedclearandsupportiveguidanceinattainingtheiracademicgoals.Onceadvised,thiscanhelpassisttheminbeingmoreautonomousinfulfillingtheirgoals.Thispresentationaimstosharesomeideasthatcanbeutilizedinacademicadvising.

13:30-14:15Poster

Session1

EnhancingStudentParticipationandExperienceinNewlyConstructedSelf-AccessCentersChrisPond&ScotMatsuo(RitsumeikanUniversity)ThispresentationreportsoneffortsmadeinenhancingstudentparticipationandexperienceacrosstwonewlyconstructedSACsataprivateuniversityintheKansaiarea.TheseSACs,acrosstwocampuses,arestillintheirinfancy,andasthefoundationsforthecultureofthecentersarebeinglaidthestudents’participationisincreasing.Thispresentationwillfocusontheopportunitiesprovidedforstudentself-accesslearningaswellasstudents'ownexperiencesofusingthefacilities.Throughaccesstocommunicationrooms,culturalevents,andlearningsupport,wewillshowhowteachers,staff,andstudentscollaboratedtocreateavibrantself-accesslanguagelearningenvironment.

13:30-14:15Poster

Session1

InternshipatE-CO<StudentPresentation>HoeyLiu,RyuheiIkeda,AyakaSatake(OtemonGakuinUniversitystudents)EnglishCaféatOtemon(E-CO)isaself-accesscentreatOtemonGakuinUniversity,whichstartedanInternshipProgrammeinSpringSemester2018.Todate,fourstudentshavetakenpartinthisprogramme,learningadministrativeskills,organizingeventsandconductingresearch.Inthisposterpresentation,internswillpresentthestructureoftheinternship,theirexperiences,anddiscusswhattheyhavelearnedbyjoiningtheinternship.ThegreatestbenefitoftheE-COInternshipisthatyoucanlearnworkplaceskillsandevengetcreditsforit.

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14:15-15:00Poster

Session2

EffectiveWaystoStudyIELTSattheSelf-AccessLearningCenterMisatoSaunders(RitsumeikanAsiaPacificUniversity)AtRitsumeikanAsiaPacificUniversity(APU),manystudentsapplyforExchangeprogramseveryyear.Inordertoentertheseprograms,studentsmustworkreallyhardtoimprovetheirEnglishskills,somanystudentsvisitthelanguageadvisorstogetsomeadviceattheSALC.Asalanguageadvisor,IstronglyrecommendthemtotaketheIELTStestbecausebystudyingtheIELTS,theycannotonlyentertheprogrambutalsoimprovetheirpracticalEnglishskills.Inthissession,IwouldliketosharemyIELTSadvisingandteachingattheSALCasalanguageadvisor.

14:15-15:00Poster

Session2

PassporttoSuccess:Students’PreferredTasksforLinguisticRisk-TakingAnnaTwitchell,HeatherYoder,BethanKushida,JeffreyGoncalves(KandaUniversityofInternationalStudies)ThisposterwillpresenttheresultsofapilotstudyconductedataprivateJapaneseuniversity.InspiredbyanearlierstudyattheUniversityofOttawaandadaptedforamonolingualEFLcontext,participantswitha“risk-takingpassport”chosefromalistofin-classandout-of-classtasksthatprovidedopportunitiestousethetargetlanguage.Thispresentationwillfocusonthetasksthatparticipantschosetodoandwillanalyzewhichtasksappealedtolearnersbasedondatacollectedfrompassportresponsesandparticipantinterviews.Discussionwillincludeimplicationsforhowteachersmayencouragestudentstotakelinguisticrisks.

13:30-14:15Poster

Session1

AssessingtheImpactofEncouragingLanguageMajorsinJapantoPartakeinLinguisticRisk-takingActivitiesPhoebeLyon,EwenMacDonald,NicholasThompson(KandaUniversityofInternationalStudies)Thispresentationsummarisestherationale,background,methodsandpreliminaryfindingsofanadaptationofalinguisticrisk-takingpassportinitiativeataJapaneseuniversity.Theaimistoencouragestudentstotakevariousriskstobuildtheirconfidenceduringtheirlanguagelearningjourneys.Thelevel,natureandfrequencyoflinguisticriskstakenbystudentswasinvestigated,aswellasstudents’anxietyandconfidencelevels,willingnesstocommunicateandtheirstrategiesformanagingemotions.InitialfindingsindicatedthatmanystudentswereabletodiscovernewopportunitiesforpracticingEnglishandfeltmorecomfortableandconfidentusingEnglishandtakingrisks.

13:30-14:15Poster

Session1

EnglishShopbyStudentStaff:BringingmyExperienceinStudyAbroadintotheEvent<StudentPresentation>ManamiIchinotani(KonanWomen’sUniversityStudent)Inthispresentation,anactivitydevelopedataself-accesscenterwhileIwasastudentstaffmemberwillbepresentedanditisbasedonchallengesIhadinorderingfoodduringmyownstudyabroad.ThegoaloftheactivityistohaveparticipantslearntoorderandservefoodinEnglish,forexampleinacaféoricecreamshop.Iwilldiscusstheevolutionofthisactivity,whichwasrevised4timesoverthecourseof2semesters,revisionswhichledtoamorepracticalfocusandIlookforwardtootherideasandsuggestionsfromattendees.

13:30-13:55A-473

Presentation

IntroducingNewRolesforStudentWorkers:AnAdministrator’sApproachHirokiYamamoto(MeijoUniversity)OurSelf-Access-Learning-Center,GlobalPlaza,hasintroducedanewsystemwhichassigneddifferentrolestoeachstudentworkerinordertoprovideabetterqualityworkingexperienceandgiveworkersanopportunitytoestablishownership.Byobservingtheirworkethicbeforeandtenmonthsafterintroducingthesystem,ithasbecomeevidentthatintheirenthusiasmandresponsibilitiesworkershavechanged.Thispresentationisintendedtohighlightthechangeofstudentworkers’valuestowardsthejobandthegrowthoftheirresponsibilitiesbyreflectingonthefeedbackfromtheworkersandtheircomparisonsofthepreviousandcurrentsystem.

13:30-14:15A-481

Workshop

NewBeginnings forTeachersandLearners:Tapping intoEmotions inSelf-AccessLearning(Workshop)JoMynard &ScottJ.Shelton-Strong (Kanda University ofInternationalStudies)Understanding andmanaging emotions that affect one’s learning isafundamental skill inbecoming anautonomouslearner.However,many learners andteachers are not experienced inengaging effectively inthe process ofunderstanding the affective sideoflearning.During this workshop,the presenters will briefly introduce the role ofemotions inlearning,andthen share arange oftools that can be used totap intoemotions topromote autonomy.Thesetools take the form ofworksheets andactivities which can be used inclassrooms or self-access environments topromoteanawareness andcontrol ofemotions that affect learning.

13:30-13:55A-472

Presentation

AFreshPerspectivefor“HowDoIImproveMyEnglish”ShirleyHumphrey(ShantouUniversity,China)Fromtimetotimeitisimportanttore-evaluateour belovedprogramstoensurethatourmethodsandguidanceareup-to-dateandreflectcurrentpractices.Asstudentinterestschange,somustouradviceevolve.Atourfacility,wehaveemployedHowDoIImproveMyEnglish(HDIIME)consultantstodocumentnewlanguagelearningplansbasedontheirexperienceandstudentinput.TheseplansaredesignedforEnglishlanguagelearnersbutthetechniquesareapplicabletoacquiringandsustaininganylanguage.Webeginanewwithfreshperspectivesincorporatingnotonlywebsitesbutalsophoneappsandotherresourceswhileretainingthebestofourformerpracticestoensurestudentsmakemeaningfulprogress.

14:00-14:55A-473Forum

SACAdministrators’Forum(SAC職員フォーラム）Ayako Ueda (Otemon Gakuin University),Misato Tachibana (OsakaInstituteofTechnology)This isaforumforadministrators andstaff working atself-access centers.Participants will have opportunities todiscussandshare ideas that relates toadministrating SACs.

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14:15-15:00Poster

Session2

NurturingLearners’UseofanEnglishSpeakingAreainaMultilingualSpaceYuriImamura,IsraWongsarnpigoon(KandaUniversityofInternationalStudies)ThispresentationdescribesongoingresearchonusageofanEnglishspeakingarealocatedwithinamultilingualspaceataself-accesscenterinauniversityspecializinginlanguagestudies.TheresearchfocusesontheeffectivenessofeventsforpromotingEnglishusageintheareaandraisingawarenessofitspurpose.Wealsoinvestigatedlearners’attitudesabouttheevents,thearea,andtheirownlanguageuse.Preliminaryresultsfromquestionnaireandinterviewdataareintroduced.Theycanaideducatorswhoaimtosupportorestablishenvironmentsforlearners’Englishspeakingorwhoareinterestedintargetlanguageusageinlanguage-learningspaces.

14:15-15:00Poster

Session2

EncouragingGreaterSACUse:ACaseStudyofInstructor-LedActivitiesDesignedforStudentsintheDepartmentofChildEducationatHokurikuGakuinUniversityKatherineShreves(HokurikuGakuin)InordertoencouragestudentstowardsgreaterengagementwithHokurikuGakuin’sEnglishCenter,newinstructor-ledactivitiesarebeingdesignedandimplemented.Basedonsurveyresultsfromfirst-yearstudentsintheDepartmentofChildhoodEducation,student-perceivedneedsandinterestswereidentified.Thispresentationreportsontheongoingimplementationofactivitiesrespondingtotheseneedsandinterests.ParticipationinsuchactivitieshasthepotentialtonotonlyimproveEnglishabilitybutalsoaidinthedevelopmentofskillsusefulforfutureteachers.Whetherornotrelevancetoaparticularcourseofstudyactsasamotivatingfactorforengagementisalsodiscussed.

14:15-15:00Poster

Session2

HowtoincreasetheNumberof”e-space”Users<StudentPresentation>YukaSakuma,MamiOkawa,RisaMatsui(KonanWomen’sUniversityStudents)The‘e-space’istheself-accessEnglishlearningspaceinKonanWomen’sUniversityandasstudentstaff,wenoticedasmallernumberofsophomoreandjuniorstudentsinthee-spaceandtookstepstoincreasethenumberofe-spaceusers,especiallyamong2ndand3rdyearstudents.WefirstresearchedthecurrentsituationthroughasurveyquestionnaireandIwillpresentthatdata.Next,Iwilltalkaboutwhatwedidinthee-spacetoincreasethenumberofstudentusers,andsharewhatchangeswesaw.Ihopetohavefurthersuggestionsandideasfromtheattendees.

14:15-15:00Poster

Session2

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

KatoTetsuo(ChubuUniversity)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

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。

14:30-15:00A-472

Presentation

LookingThroughBorrowedLenses:TowardaDefinitionofLearnerAdvisorAutonomyStuartWarrington(NagoyaUniversityofCommerceandBusiness)&AndreParsons(HokkaidoUniversityofEducation)Thispresentationaimstoaddressagapintheliteraturebyinitiallyexaminingthreedefinitionsofteacherautonomyasproposedlensestomakingsenseoflearneradvisorautonomy.Theseincludeprofessionalfreedom,professionaldevelopmentandtheinterconnectednessbetweenteacherandlearnerandtheirmutualandsimultaneousdevelopment.Thereafter,asameanstogivinglearneradvisorautonomya‘face’,narrativeswithinourrespectiveadvisingpracticeswillbeexploredthroughtheaforesaidlenses.Finally,theimplicationsandfuturedirectionsofdefininglearneradvisorautonomyforthe‘learneradvisorself’willbediscussedalongwiththeunderlyingidentitiesofwhichitiscomprised.

14:30-15:00A-481

Presentation

IsitaSALC?ACaseStudyoftheGlobalCommonsatKyotoSangyoUniversityElizabethLavolette&MatthewClaflin(KyotoSangyoUniversity)Self-accesslanguagecenters(SALCs)andUS-stylelanguagecenters(LCs)havecommonoriginsandacommoncurrentfocusonsocialinteraction.However,misperceptionsofSALCsandUS-styleLCsmaybeimpedingcross-citationbetweentheirliteratures.ClarifyingwhatSALCsandUS-styleLCshaveincommonandhowtheydiffermaybegintochangeperceptions.Thepresenterswillprovideconventionaldefinitionsofeachtypeofcenterandtypicalexamples.Then,theywillexplainthehistoryandcurrentstatusofthelanguagecenteratKyotoSangyoUniversityasanexampletoprobetheboundariesofthedefinitionsandfurtherclarifythem.

15:00-15:30CoffeeBreak(WILHall)

15:30-17:00GlobalStudio

JASALStudentForum:Meeting,Sharing,andGrowingHisakoYamashita(KonanWomen’sUniversity)MahiroHayashi,KannaYamanaka,ChinatsuTakeda (RitsumeikanUniversityBiwakoKusatsuCampusstudents),SonJeongWoo,PuYang,ChisakiIwata(RistumeikanUniversityOsakaIbarakiCampusstudents),JairChristineSupit,KaiKoizumi,YukaKawamori,LucasChuahAikHong(OtemonGakuinUniversitystudents),RisaMatsui,MamiOkawa,YukaSakuma,ManamiIchinotani,NagisaYanagita,KurumiMiyamoto(KonanWomen’sUniversitystudents)Inthisforum,SACstudentstafffromfouruniversitieswhoparticipatedintheStudentConference*willpresentpostersabouttheprogressoftheactionplanstheysetinOctobertoimprovetheirrespectiveSACs.Then,therewillbeanopendiscussionsessionwherestudentscanmeet,shareandexchangeideasaboutvariousissuesrelatedtoSACoperationsasstudentstaff.Thisforumisopentoeveryone.StudentswhodidnotparticipateintheStudentConferenceareverywelcometojoin.Werecommendteachersandadministrativestafftocomeseeaswecanlearnalotfromhearingstudents’voicesdirectly.PresentingschoolsareRitsumeikanUniversityBiwakoKusatsuCampus,OtemonGakuinUniversity,KonanWomen’sUniversity,andRitsumeikanUniversityOsakaIbarakiCampus.*Over70participants(40studentsfrom13differentuniversities)gatheredatSACStudentConferenceinOctober.

15:30-15:55A-472

AccessingtheCreativeSelf:AFrameworkforEncouragingInnovativeL2ExpressionSaraBethFerguson(NagoyaUniversityofCommerceandBusiness)ThispresentationexplorestheintegrationofapioneeringframeworkforcreativeexpressionwithintheSelf-AccessCenter(SAC)ofaprivateJapanesebusinessuniversity.Thespeakerprovidesanargumentforthepracticalapplicationofscaffolded,theory-basedlearningactivitiesthatpromotecreativedevelopment,increaselearnerengagement,anddevelophigher-orderthinkingskillsinstudents.Thespeakerarguesthatsuccessfulcreativeassignmentsloweraffectivelearningbarriersandincreaseintrinsicmotivation,allowingstudentstomorefreelydeveloptheirunique“voice”inasecondlanguage.Creativewriting,reading,speaking,andlisteningactivitieswillbediscussed.

15:30-15:55A-473

FreeMobileGameforHigh-FrequencyVocabulary– TheScienceofUncertainRewardsandDopamineGuyCihi(LexxicaR&D- Commercial)COMMERCIALThispresentationwilldescribeafreemobilegamethatteacheshigh-frequencyvocabularyforGeneralEnglish,TOEIC,TOEFL,EIKEN,SAT,GREandotherimportantcorpusdomains.Thepedagogicalapproachemployedcombinespair-associatelearningwithcertainanduncertainpsychologicalrewardsspecificallydesignedtoproduceburstsofdopamine,apowerfulneurotransmitterassociatedwithjoy,motivation,andlong-termmemoryretentioninthehippocampus.ThepresenterwillintroduceandreviewthescienceandresearchbehindthisapproachanddescribehowandwhyitproducesamazinglyfastcomprehensionlevelincreasesforJapanesestudents.

15:30-15:55A-481

FreedomorFocus?ApproachestoFosteringAutonomousLearnersCarolineHutchinson(NihonUniversityCollegeofEconomics)Thispresentationdescribestwoteachinginterventionsaimedatdevelopingfirst-yearuniversitystudents’capacitytotakecontroloftheirownlearning:1)settingindividualgoalsandidentifyinglearningactivities;2)choosingactivitiesfromarangeandtryingtheminclass.Iwillbrieflyoutlinestudentresponsetothetwointerventions,onthebasisofdatacollectedandpersonalobservation.Iwillalsodiscusstherelativemeritsofsettingindividuallearninggoalsandclassroom-basedexperientiallearning,arguingthatthefreedomtochooseandexperimentcanbehighlymotivating,andanecessaryprecursortothedevelopmentofself-directedlearning.

16:00-16:25A-472

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

NorikoKawasaki(MiyazakiUniversity)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、

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。

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16:00-16:25A-473

DesigninganIndependentLanguageLearningSystemHanakoBenson(RitsumeikaAsiaPacificUniversity)Usingtechnologyeffectivelyallowsteacherstomeetthestudents’differentneedsinlanguagelearningandkeeptrackoftheirimprovement.ThissessionwillexploreoneapproachtoenhanceJapaneseuniversitystudents’motivationandengagetheminindependentlearningbyusingMicrosoftOfficeOneNoteandsomegamificationtechniquesatRitsumeikanAsiaPacificUniversity(APU).First,thepresenterwillgiveanoverviewoftheindependentlanguagelearningschemeatAPU.Then,thestudents’studylogsontheself-directedlearningsystemwillbepresented.ThefindingsfromsurveysandspecificsuggestionswillbeshownrelatedtodesigninganeffectiveindependentlanguagelearningsystemusingMicrosoftOfficeOneNote.

16:00-16:25A-481

ParticipatoryStudentResearchasSelf-AccessLearningJoeSykes(AkitaInternationalUniversity)Engagingstudentsinparticipatoryresearchintotheirlearningandtheireducationalcontextisavaluableself-accesslearningactivity.Firstly,studentscangaininsightsintotheirlearningpreferences,motivationsandchallenges,andstrengthentheirlearneridentity.Secondly,conductingresearchtransformsourrelationshipwithknowledgefromadependenceontheauthorityofinstitutionstolearnerautonomyofaradicalkind.Therefore,engagingstudentsinresearchcanserveanemancipatoryagenda.Finally,suchactivitiesproducecontextspecificknowledgethatcanleadtoimprovementsintheeducationalcontext.Inthispresentation,Idescribeaparticipatoryinquiryconductedwithstudent‘co-researchers’atAkitaInternationalUniversity.

16:30-16:55A-472

TheTandemLearningProraminKyushuUniversity:RecentOutcomesandFutureChallengesKeisukeHarada,NatsukoKitagawa,BartoszWolanski,MasakoWakisaka(KyushuUniversity)WepresentabouttheTandemlearningprogramconductedin2019inKyushuUniversityasanextracurricularactivity,withover230applicants.Tandemlearningisamethodoflanguagestudyinpartnerpairsbasedonlearnerautonomyandreciprocity.First,weshowtheoutlineofourprogram,anddiscussthelearningapproachestakenbytheparticipants.Wealsoreportthesurveyresultsshowingthatthelearnersexperiencedapositivechangeintheirculturalperspectives.Finally,wediscusstheneedtoencouragesettinggoalsandtomanagelearningplansinordertoprovideparticipantswithamoremeaningfullearningexperience.

16:30-16:55A-473

ArticulatingtheRoleoftheSelf-AccessLearningCenterinaTranslingualEnvironmentTetsushiOhara(RitsumeikanAsiaPacificUniversity),RyoMizukura(MeijiUniversity)ThisstudyexplorestheroleoftheSelf-AccessLearningCenter(SALC)inamultilingualenvironmentbyanalyzinghowtwoJapanesestudentsengageintheirownlanguagelearningandusethroughtheirexperiencesintheSALCataJapaneseuniversity.ThisresearchemploysanarrativeframeworktoqualitativelyinvestigatetheirexperiencesintheSALC.TheresultsindicatethattheSALCfunctionsasasociallearningspaceconstructedbydiversepeopleandtheirmultidimensionalrelationshipsthroughtranslanguagingandtranslingualidentity.ThisfindingprovidespedagogicalimplicationfortheSALCsinJapanwherethesocio-culturaldiversityhasadvancedtoencouragemoreautonomouslanguagelearningandactivities.

16:30-16:55A-481

FosteringIndependentLearners:AClassroom-basedLearnerTrainingTomokoEto,KevinTang,KiyuItoi,MisatoSaunders(RitsumeikanAsiaPacificUniveristy)Languagelearnersneedtoenhancetheirabilitytolearn.However,theydonothavesufficientopportunitiesfortraining.Toaddressthisissue,aclassroom-basedlearnertrainingframeworkusingapersonalnotebookwithfourtypesofinterventionwasdesignedforanEnglishlanguageprogramatamid-sizedprivateJapaneseuniversity.Afteraone-semester-longimplementationofthisframework,asurveywasconductedwith152respondents.Thepresentationwilldiscussthisclassroom-basedlearnertrainingandsharethesurveyresultsonthestudents’perceptionsandpreferencesregardingtheirindependentlearning.Basedonthesefindings,thepresentationwillconcludewithsuggestionsforclassroom-basedlearnertraining.

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JASAL2019AnnualConferenceProgrammeSunday,December1

PresentationAbstracts

Abstracts

9:30-10:00 Registration

10:00-10:25Presentation

Studio

IncentivisingSACUse:TheRoleofDifferentRewardSchemesinServiceUptakeataSelf-AccessCentreKatherineThornton(OtemonGakuinUniversity)Manyself-accesscentres(SACs)offerincentiveprogrammessuchasstampcardsforusingthefacilities.However,studiesconductedbySelfDeterminationTheoryresearchersrevealthatrewardscanunderminelearners’intrinsicmotivation,unlesstheyfulfilcertainconditions(Ryan&Deci,2017).ThispresentationexaminestheroleofincentivesbyanalysingdatafromSACconversationsessionusefromstudentsenrolledindifferentincentiveprogrammesoverthreeyears,andsurveydatafromasectionoftheparticipants.SuggestionswillbemadeastohowtodesignoptimalincentiveprogrammesforencouragingintrinsicallymotivatedSACuse.

10:00-10:25A-261

CanLearningAlsoBeFun?CurrentandFutureConsiderationsforDigitalGame-BasedL2LearningShawnAndersson(OsakaUniversity)DigitalGame-BasedLearning(DGBL)isapopularresearchtopicwithintherealmofself-accessL2learning,withintrinsicandextrinsicmotivationpotential.DGBLandSelf-AccessLanguageLearningemphasizelearnerengagement,andusingDGBL,wecansupportself-accessinawaythatisattractivetostudents.However,DGBLhasshortcomings,notablybridgingthegapbetweeneffectivelearningandentertainment.TopresenttherelationshipbetweenDGBLandself-access,thispresentationwillfirstprovideabackgroundofDGBL,followedbyupdateonthecurrentstatusofDGBL,andwillendwiththepossibilitiesofgaminginself-accesslearningandhowthesecanbeleveraged.

10:30-10:55Presentation

Studio

PeersHelpingPeers:DailyManagementoftheEnglishPLAZAGeorgeHays(TokyoInternationalUniversity)SincethecreationoftheSelf-AccessLearningCentercalledTheEnglishPLAZA(EP)atTokyoInternationalUniversityin2013,studentinternshavebeenmanagingeveryaspectofthisfacility.Theinternsprovidethreeessentialservices:theygreetfellowstudentsandguestsattheinformationcounterwheretheylendlaptopsandmakereservationsforstudyrooms;monitorthemainfloorandtalktostudents;and providebeveragesforstudentsintheOregonCafé.Thispresentationwillfocusonthreechallenges:communicationbetweenfacultyadvisors,interns,andadministrativestaff;creatingusefultrainingmodules;andensuringthatguestsfollowtherulesoftheEP.

10:30-10:55A-261

TheDevelopmentofPeerCollaborationandLearnerAutonomyinOnlineSocialNetworkingSpacesWardPeeters(KandaUniversityofInternationalStudies)Thistalkpresentsastudyonhowtheintegrationofonlinesocialnetworkingspacesinself-accesslearningcontextscanprovideopportunitiesforlearnerstoexpandtheirhorizons,gainexperienceinnegotiatingcontent,discovernewresourcesanddevelopcriticalliteracyskills;allnecessarycomponentsofbecominglife-longlearners(Peeters,2015;Reinhardt,2019;Sato&Ballinger,2016).Afterintroducingthenecessarystepsonhowasuccessfulnetworkofpeerscanbebuilt,weaddressthepitfallsbothteachersandlearningadvisorsmightexperiencewhensettinguptheseonlinespaces,aswellasthewayslearnersappreciateandevaluatetheseonlinecollaborationopportunities.

10:30-10:55A-271

TransitioningintoanAdvisorPhillipBennett(KandaUniversityofInternationalStudies)Inthepresentationtransitioningintoalearningadvisor,thepresenterwilldiscussthechangesheexperiencedbyshiftingfromtheroleofateachertooneofalearningadvisor.Additionally,hewillsharewhathehasfoundusefulinthefieldsofmotivationalanddevelopmentalpsychologyinthetransition.Theaimsofthispresentationaretoinformthosewhowouldliketolearnmoreaboutadvising,aswellastoprovideaspiringandpracticingadvisorswithanotherlenstoviewtherole.

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Coffeebreak(WILHall)11:00- 11:30

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Abstracts

11:30-11:55Presentation

Studio

ATheoreticalProposalforConceivingMexicanSALCsintoLearningEcosystemsMariadelaPazAdeliaPeñaClavel(UNAM,Mexico)MexicobeganitspathinSelf-AccessLanguageLearningin1990.Inthebeginning,Mexicanself-accesslearningcentresfoundtheirpedagogicalparadigmonthetheoryandapplicationstofosterautonomyinlanguagelearnersprovidedbyCRAPELandtheBritishCouncil. Inthistalk,IwillshowtheevolutionoftheSALCsinMexico,consideringthedefinitionsofautonomyandasystemicangle.Then,IwillexplaintheelementsthatcomposedanecosystemtoeventuallypresentaproposalofaSALCasamalleablelearningecosysteminitsadministrationandmethodologytodeveloplearnerautonomy.

11:30-11:55A-261

自己管理型オンライン学習における動機づけプロセス：仮装学習環境における日本語学習の事例から

ChenJingyi(OsakaUniversityGraduateSchoolofLanguageandCulture)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3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。

11:30-11:55A-271

DiscoveringtheRolesoftheLanguageLearningAdvisor:MyPersonalJourneyMikikoFukutome(YamanashiGakuinUniversity)MynardandNavarro(2010)describealearningadvisorasaneducatorwhoworksforindividuallearnersinself-accesslearningcenterswithoutteachinginaclassroom.Myownexperienceasalearningadvisorsuggeststhatmanyyounglearnershavenothadenoughexperiencetosolvecommunicationtroublesinlife,makingitnecessarytoguidestudentstounderstandthemselvesandmanagetheirfeelings,ataskthatrequiresflexibilityandanexpansionoftheadvisor’sroles.Inthispresentation,Iwillexplorehowunfamiliarroleshaveemergedformeetingstudents’needsandprovidesomeusefulactivitiesthatmaybeemployedtoimprovethecurrentsituation.

12:00-12:25Presentation

Studio

ManagingaUniversityEnglishClubasanAdvisoryInstructorJacksonLee(GifuUniversity)Awell-manageduniversityclubhasagoodbalancebetweeneducationandenjoyment.Inthispresentation,thespeakerwillsharehisexperiencemanagingauniversityEnglishclubasavolunteeradvisoryinstructorforover5years.Beinganopenclubatanationaluniversity, itattractsstudentsfromdifferentdepartments whovarywidelyin abilitylevel.Sincethisclubhasadiversemembership,therearechallenges.Thispresentationwillexplaintheresponsibilities ofanadvisoryinstructorandexplorethemainissuesthisclubhasexperiencedaswellasthestepsemployedtokeeptheparticipantsencouragedandtheclubmotivated.

12:00-12:25A-261

AnalysisofRewardandMotivationSystemsinCommercialandNon-ProfitSelf-AccessLearningSystemsIanAllensworth(OsakaUniversity)Thehighdemandforlanguageproficiencyskillsandtheincreasedusageofsmartphoneshascreatedalargecommercialmarketforlanguagelearning.Manyofthesesystemsutilizesometypeofrewardschemeinordertomotivatetheirusersandincreasetheenjoyabilityofusingtheirproducts.Thispresentationwillattempttosurveyandclassifythedifferenttypesofrewardsystemsinuseanddiscusstheconceptofgamificationanditshistory.Finally,thispresentationwilloffersuggestionsastohowthesesystemscanbeadaptedforuseinanacademiccontextandinuniversityself-accesslearningcenters.

12:00-12:25A-271

対談式タンデム学習における自律的な学習とその変化

TakayaHayashi&CaiZhenyan(OsakaUniversityGraduateSchool)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、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。

12:30-12:50Presentation

Studio

JASALAGM(PresentationStudio)

12:50-13:15Presentation

Studio

Reflection&ClosingRemarks(PresentationStudio)

WehopeyouenjoyedJASAL2019.Weappreciateanyfeedbackyoucangive.

AccesstoOtemonGakuinUniversity,SojijiCampus追手門学院大学 総持寺キャンパスへのアクセス

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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.

DirectionstoOtemon: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）

PhotographyDuring the conference,volunteer photographers may be taking photographs forJASALpromotional use.Ifyou do not want tobe photographed,please notify the individuals capturing theinformation.Ifaphoto ofyou isuploaded toour webpage or social mediawhich you wish toberemoved,please let usknow andwe will promptly remove it.Thank you foryour understanding andcooperation.

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WiFiWifi isavailable forJASAL2019participants - lookforposters onthe walls andwhiteboards with the name ofthe network andpassword.

TheJapanAssociationforSelf-AccessLearning(JASAL)ispleasedtoannounceacallforitsinauguralissueofJASALJournal,whichwillbeguesteditedbyKatherineThorntonandGarold Murray.

JASALJournalwelcomessubmissionsinanumberofcategories,butforthisinitialissue,wearelookingforthefollowing:

ResearchArticlesWewelcomeresearcharticlesof3,000to5000wordsthatdiscussissuesrelatedtoself-access.

Discussionsofself-accesscenterpracticesShortsummariesandprogressreportsofaround1500wordsarewelcome,describingself-accesscenterpractices.References,thoughencouraged,arenotrequired.

NotethatthereisnorequirementtohavepresentedyourresearchatJASAL2019,andsubmissionisopentoallJASALmembers,includingthosewhowereunabletoattendtheconference.TheinauguralissueisscheduledforJune2020,withasubmissiondeadlineofFebruary29th,2020.Pleaserefertojasalorg.com (publications)formoreinformation.Enquiries:jasaljournal@gmail.com

JASALJournal

WouldyouliketobecomeaJASALmember?会員登録のご案内Justsendanemailto(jasalorgATgmail.com)withthefollowinginformation:Name,contactemailaddress,affiliation(andnameofSACifapplicable).Alternatively,pleaseletoneofusattheReceptiondeskknow.Membershipfree.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。

WouldyouliketohostaSACtour?ASACtourisoneofthegreatlearningopportunitiesforJASALmembersasyouwillbeabletoseealiveSACinoperationinan institutionotherthanyourownanddiscussvariousissueswithparticipantsfromdifferentinstitutions.Toursusuallycomewithadiscussionsessionwheremembersgethelpandideasfromeachotherabouttheoperationoftheirlanguagelearningspaces,integratingitwith curriculum,studentinvolvement,staffingoranyothermattersrelatedtoself-accesslearningorotherservices,suchasadvising.IfyouareinterestedinhostingaSACtour,eitherthisyearorincomingyears,pleaseletoneoftheJASALcommitteemembersknow.

WouldyouliketolearnmoreaboutJASAL?

Visitourwebsite:jasalorg.comFacebook: fb.me/jasalorgTwitter: @jasalorgInstagram: @jasalorg

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TheJapanAssociationforSelf-AccessLearning(JASAL) isanacademicassociationdevotedtopromotingself-accesslanguagelearninginJapan.Weaimtoprovideaforumforourmemberstodisseminateknowledgeandshareideasaboutself-accesslanguagelearning,runningself-access centresanddevelopinglearnerautonomy.AtJASAL,weofferopportunitiesforprofessionaldevelopmentandnetworking,aswellasofferingourmemberspracticalhelpandsupportforself-accessrelatedprojects.

JASAL=JapanAssociationforSelf-AccessLearning(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。

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