TheJASAL2017AnnualConferenceConferenceProgramme

EnrichingSelf-AccessEnvironmentsSaturday,December16,2017

KandaUniversityofInternationalStudies(Chiba)10:00-18:10

Welcome!TheJapanAssociationforSelf-AccessLearning(JASAL)isverypleasedtoinviteyoutojointheJASAL2017AnnualConference.Theaimoftheconferenceistobringtogetherpractitioners,administrators,andstudentsinvolvedinthefieldofself-accesslearningacrossJapantoshareourinnovativepractices,tolearnfromeachother,andtoinspireeachothertoexpandthisfieldinJapaneseinstitutions.Pleasejoinusfortheplenarytalk,awidevarietyofpresentationsandatourofKUIS8,theself-accesslearningcenteratKandaUniversityofInternationalStudies.Wehopethatyouwillhaveafruitfuldaylearningaboutinitiativesinotherinstitutions,participatingindiscussions,andmeetmanylike-mindedcolleagues!Lastbutnotleast,weareverythankfultoKandaUniversityofInternationalStudiesanditsKUISLearningAdvisors,teachers,administrativestaffandstudentsforsupportingusholdingthisconference.

ようこそJASAL 日本自律学習学会の年次大会2017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を通して行われます。また、神田外語大学の自立学習センターKUIS 8のツアーも開催します。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、神田外語大学の関係者の皆様に厚く御礼申し上げます。

Tourof“KUIS8”atKandaUniversityofInternationalStudiesComejoinandfindoutabout“KUIS8”!

Time:

(1)Friday,December15@15:00-16:00★RecommendedifyouareintheareafromFriday.

PleasesignupfromourwebsitefortheFridaytour.(2)Saturday,December16@13:10-13:40

(3)On-goingself-tourwith“SALCSelf-GuidedTourApp”(Seep.3fordetails)

Place:KUIS8,1st floorReceptionarea

JASALExecutiveCommitteeHisakoYamashita(President)ClairTaylor(PublicityChair)AndrewTweed(EventsCoordinator)KatherineThornton(MembershipChair)

QuickGuidetotheJASAL2017AnnualConference

LunchLunchbuffetisprovidedtoparticipantswhoregisteredforlunchatthesametimeastheironlineregistration(byDecember10).Forthosewhowanttobringtheirownlunches,wewelcomeallofyoutohaveyourlunchatthebuffetarea.Pleasejoinus.Place:KUISAsianCafé食神

thebuildingacrossKUIS8

**For those who donotbook lunch,please pickup your own lunchonyour way to KUIS.There are convenience stores near the Kaihin-Makuhari and Makuhari Stations.

Evening NetworkingReceptionWe willholdEvening NetworkingReception (lightfood and drinks,booked by Dec.10th)and StudentPizzaParty(booked by Dec.10th)from 18:10-19:30.Hopemany of you cancome join us!Place:KUIS8

Registration (KUIS8,1st FloorEntrance)PleasepayyourregistrationfeeandpickupyournametagattheRegistrationdesk.Registrationfee:• ¥2000(RegisteronlinebyNov.15),payableincashon-site.• ¥3000(RegistrationafterNov.15〜on-siteregistration)• RegistrationfeeFree(Undergraduatestudents)• Option:¥1000LunchFee(appliestoeveryonewhoregisteredforlunchbyDec.10)• Option:¥2000Evening NetworkingReception (lightfood and drinks,booked by Dec.10th)• Option:¥500StudentReception (StudentPizzaPartyfor students,booked by Dec.10th)

Allfees are payable incashatthe conference site.You willreceive areceipt for the conferencefee,and receipts for lunchand the evening reception can be supplied onrequest.

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StudentGet-togetherStudentsfromKandaUniversityofInternationalStudieswillhosta“StudentPizzaParty”sothatstudentsfromdifferentinstitutionscanmeet,socializeandenjoypizza.Time: 18:10-19:30Place:KUIS8,2nd Floor

StudentVolunteerStaffInadditiontotheverysupportiveKUISLearningAdvisors,teachers,andadministrativestaff,therewillbeKandaUniversityofInternationalStudiesstudentvolunteerstaffavailabletohelpyounavigateJASAL2017.Theywillbeassistinginavarietyofways,includingwiththereception,refreshments,ushering,andotherconferencesupport.TheycanassistyoueitherinJapanese,English,ortheirmajorlanguage(pleaseaskthemwhatlanguagestheyarelearninginKUIS!).

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Whileyouaretakingpartinthisyear’sJASALconferenceatKandaUniversityofInternationalStudies,weencourageyoutotakepartinanewwaytoengageinautonomouslearning.WehavedesignedanAugmentedRealitymobileappthatwilltakeyouonaself-guidedtourofourSALC. TheappisafunwaytoautonomouslylearnaboutourfacilitiesinBuilding8. Togetstarted,gotoeithertheAppleAppStoreorGooglePlayStoreandsearchfor“TheKandaUniversitySALCTour”anddownloadtheapp.AnotherwaytogettheappistoscananyoftheQRcodesfoundontheSALCSelf-GuidedtourpostersplacedaroundBuilding8.

Onceyouhavetheapponyourmobiledevice,exploretheSALCtofindboxeswithourmascots,Saruo andSarumi,onthem.JustpointthecameraattheboxesandSaruo willcometolifetoexplainthefeaturesofthearea.Wehopeyouenjoythetourandappreciateanyfeedbackyoucanprovide.SendusanemailatBonner-e@kanda.kuis.ac.jp

SALCSelf-GuidedTour

PlenaryTalk10:20-10:55Room8-116

Overthepastdecade,therehasbeenaproliferationofself-accesslearninginJapan.Mostself-accesscentersstartoffasmodestendeavours andovertimedevelopintofully-fledgedfacilities.Successfulself-accesscentersareinacontinuousstateofbecoming.Changeisoneoftheirkeyfeatures.Onemajorchangethathastakenplacesograduallyovertheyearsthatithasbeenbarelyperceptibleistheshiftinthefundamentalmissionofself-accesscentersfromplacesthatsupportindividualself-directedlearnerstospacesthatalsoembracethesocialdimensionsoflearning.

Inmytalk,Iarguethatself-accessenvironmentscanbeenrichedbytheinclusionofsociallearningspaces.Self-accesscenters,whichincorporatesociallearningspaces,havethepotentialtobecomecomplexdynamicecosocial systems. Assuch,theycansupporttheemergenceofawidevarietyofaffordancesforlanguagelearning.Whilecomplexdynamicsystemscannotbecreatedandtheprocessofemergencecannotbeengineered,bothcanbefacilitated.Inmytalk,Iwillsuggeststepsthatself-accessworkersmighttaketosupporttheemergenceofcomplexdynamicecosocial systemsandaffordancesforlanguagelearning.

Toillustratemyviews,Idrawondatafromthreeresearchprojects,whichinvestigatedasociallearningspaceatOkayamaUniversity.Theseprojectsincludeafive-yearethnography,amultiple-casestudyandanarrativeinquiry.Afterdescribingthesociallearningspaceandoutliningthestudies,Iwillbrieflysummarizehowthetheoreticalorientationshiftedfromacommunityofpracticeperspectivetoacomplexdynamicsystemsapproach.IwillthensharewithyouwhatIhavelearnedfromthesestudiesandtheimplicationsforthedevelopment,managementandday-to-dayoperationofself-accesslearningfacilities.

Bio

GaroldMurrayisassociateprofessorintheCenterforLiberalArtsandLanguageEducationatOkayamaUniversity.HeholdsaPhDinlanguageeducationfromtheUniversityofBritishColumbia.InadditiontohavingtaughtEFLcoursesinundergraduate,graduate,andteachereducationprograms,heestablishedandmanagedtwoself-accesscenters– oneofwhichwasopentothegeneralpublic.Hehasservedasconvenerofthe AILAResearchNetworkonLearnerAutonomyinLanguageLearning (2005-2011)andpresidentofthe JapanAssociationofSelf-AccessLanguageLearning (2005-2010).Hisresearchinterestsfocusonlearnerautonomy,sociallearningspaces,imagination,andsemioticsofplace.Heiseditorofthebook TheSocialDimensionsofLearnerAutonomy (2014),andco-editorofthebooks Identity,Motivation,andAutonomyinLanguageLearning (2011); SocialSpacesforLanguageLearning:StoriesfromtheL-café (2016);and Space,PlaceandAutonomyinLanguageLearning (2018).

Self-AccessEnvironmentsasSelf-EnrichingComplexDynamicEcosocial Systems

Dr.Garold Murray,OkayamaUniversity

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JASAL2017AnnualConferenceScheduleSaturday,December16,2017

KandaUniversityofInternationalStudies

9:20-10:00

Reception (KUIS 8,EntranceHallway)PleasecometotheregistrationdeskandreceiveyourConferencebadgeandProgramme

YoucanhelpyourselfwithSelf-SALCtourusingtheApp

10:00-10:15

OpeningRemarks (Room8-116)HisakoYamashitaandDr.JoMynard

10:20-10:55

PlenaryTalkDr.Garold Murray(Room 8-116)

“Self-AccessEnvironmentsasSelf-EnrichingComplexDynamicEcosocial Systems”

10:55-11:15 Morning WelcomingTea

8-116 8-102 8-109 8-111

11:15-11:40

ChallengesandSuccessesinOpeningaNewSelf-AccessCenterRobertWerner&LuciusVonJoo

OnlineSALCPlatforms:IfYouBuildIt,WillTheyCome?MichaelShawback

TrendsandOutcomesoftheInnovativePhysicalLearningSpaces:AnInternationalComparativeApproachJohnAugeri

ApplyingProfessionalDevelopmentProgramsforLearningAdvisorsinTeacherEducationandStaffTrainingSatoko Kato

11:45-12:10

CraftingtheIndependentLanguageLearningSpaceataChineseUniversityScottFisher

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古屋憲章 &黒田史彦 (NoriakiFuruya &Fumihiko Kuroda)

ACEFR-JBasedSpeakingProgramforaSelf-AccessLearningCenterAlexanderWorth&ErikFritz

EvaluatingCounseling-BasedTOEICProgramatJapaneseUniversityTokikoHori&KaoriTakeuchi

12:15-12:30

Enabling EffectiveExtracurricular SACSessions:Useful Tips andSuggestionsMürüvvetSenbayrak

TheLanguagePolicyintheALLROOMs,With“San”orWithoutYo Hamada,Mikoto Chiba,Ayaka Sato&Hikari Ishizuka

CategorizingFindingsonLanguageTutorAutonomy(LTA)ThroughInterviewsTomoya Shirakawa

(Student Presentation)

RolesandResponsibilitiesofAdministrators:SeekingEffectiveCollaborationwithinLanguageLearningFacilitiesRyosuke Hori

12:35-13:40

12:35-13:40 Lunch Break(KUISAsianCafé食神） LocatedacrossKUIS8

13:10-13:40KUIS8SALCtourMeetatEntranceHallway

13:45-14:10

CollaborativeLearningThroughJapanese-SpanishTeletandemSilvia González & Kazuko Nagao

Push,Don’tPull:OneSelf-AccessCentre’sStruggleforIdentityStuartWarrington

UnderstandingWhatMakesaCommunityofPracticeinanEnglishConversationLoungeDanielHooper,DanielHooper,MichaelBurke,JoMynard andPhillipTaw

DevelopingaNewTrainingProgramforLanguageLearningAdvisors:ATentativeVersionwithThreeImportantPerspectivesToshinori Yasuda

14:15-14:30

ProsandConsofaSmall-ScaleLLCYukiOta

ForImplementationofCyclicalSupport:AHarmoniousSystemofGroupAdvising,DiagnosticTest,andCollaborationwithStakeholdersRyoMoriya&KanaMatsumura

CreatingStudentCommunityinOurSALC,e-spaceErina Kinoshita,YuiFukushima, Ayumi Tahara& Yukino Watanabe

(Student Presentation)

EnhancingLanguageLearnerAutonomyThroughAcademicAdvisingChelseaSchwartz

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14:35-15:45

PosterSession

KUIS81st Floor

Poster1:SALCSelf-Guided TourappErinFrazier&Euan Bonner

Poster 2:Gathering inputonaSALC:Design,Administration andInterpretation ofaStudent SurveyIsra Wongsarnpigoon &Makiko Hori

Poster 3:SALCinHigh School- Getting StartedWataru Matsunaga &PaulShepherd

Poster 4:Creating anOpportunity forStudent ExplorationofaSelf-AccessLanguageLearningStationAndreParsons

Poster 5:Revisioning the Self-AccessCenterBjorn Fuisting &PaulLeeRumme

Poster 6:Conducting aPreliminaryEvaluationtoStarting aSALCLorna Asami

Poster7:日本とドイツで実践したEタンデム・プロジェクトにおける参加者の学び脇坂 真彩子 (MasakoWakisaka)

Poster8:TheMeritsofExplicitInstructiononSelf-DirectedLearningintheFirstYearofTertiaryEducationAgnesPatko

Poster9:HowIHaveGrownasaStudentandasaYoungWomanAiri Ota&Kie Yamamoto (StudentPresentation)

Poster10<Student>:TheHistoryandExperiencesofaSALCStudentCommitteeMami Nishikawa,Aona Maruyama&Chisato Yoyama (StudentPresentation)

8-116 8-102 8-109 8-111

15:20-15:45

Connecting ProgramsinSALC:PrivateEnglishStudyCounselingsessionstodiscoverstudents’needstocreateabetter-cateredprogramShinobu Nakamura

NihongoKinshi?LanguagePolicyandPracticeinLanguageLearningSpacesacrossJapanKatherineThornton

15:50-16:15

Utilising ConversationPartnersinSelf-AccessCentersRichardHill&RobertPrimeau

複数教員による討論型授業の実践：自律学習を誘発するための教授法に関する一考察中野 謙 (KenNakano)

UtilizingAdvisingSkillsinPersonalInterviewsAnthonyDiGiulio

Thisis15 minutessession15:50-16:05

16:15-16:35 TeaBreak

16:35-17:00

ニコニコ動画のゲーム実況プレーヤーという私の実現～日本語学

習者の言語学習史に関する調査から～中井好男 (YoshioNakai)

AchievingWidespreadEngagementinAutonomousLearningMarcelVanAmelsvoort

FacilitatingDialoguesandSelf-ReflectionsThroughLearner-GeneratedSACDisplaysHisakoYamashita

ExploringHowEFLLearnersLearnAcademicWordsthroughSelf-DirectedLearningWatjana Suriyatham

17:05-17:30

HowDifferentStudentsUseandPerceiveanEnglishConversationLounge:AnEthnographicStudyJoMynard,PhoebeLyon,BethanKushida,&RossSampson

MakingLearningSupportOpportunities:DifferentApproachesAkiyuki Sakai

AVIPRewardsProgramtoEncourageSelf-AccessUsageJohnBankier &JonathanBolick

MaterialsDevelopmentforTrainingStudentFacilitatorsinSelf-AccessProgramsVijayalakshmi Ramanathan

Thisis15 minutessession17:05-17:20

17:35-18:05

ClosingReflectionSessionRoom8-116(PlenaryRoom)

18:10-19:30

EveningNetworking ReceptionKUIS8

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JASAL2017AnnualConferenceProgrammeSaturday,December16,2017,KandaUniversityofIntenrational Studies

PresentationAbstracts

Abstracts

10:00-10:15Rm8-116

OpeningRemarksHisakoYamashita(JASALPresident)andDr.JoMynard (KUIS8Director)

10:20-10:55Rm8-116

PlenaryTalkSelf-AccessEnvironmentsasSelf-EnrichingComplexDynamicEcosocial SystemsDr.Garold Murray(OkayamaUniversity)

11:15-11:40Rm8-116

ChallengesandSuccessesinOpeningaNewSelf-AccessCenterRobertWerner,LuciusVonJoo (Ryutsu KeizaiUniversity)ThispresentationwillintroducetheCommunityLearningInternationalPlaza(CLIP),aself-accesscenter(SAC)thatopenedinApril2017atRyutsu KeizaiUniversity,asportsandeconomicsinstitutionwithoutanEnglishmajor.Wewillprovideanoverviewofthespaceandservicesoffered,andwilldetailsuccessesandchallengesthroughoutthetransitionfromanempty,attractivelobbytoafunctioningSAC.Thispresentationwillemphasizecreativewaysofmakingsomethingfromnothingintheabsenceoftime,resources,staff,andadequatefunds.WehopetoinspireothereducatorsandgainnewperspectivesonhowtosuccessfullyoperateaSAC.

11:15-11:40Rm8-102

OnlineSALCPlatforms:IfYouBuildIt,WillTheyCome?MichaelShawback (Ritsumeikan University)ThedesignofasuccessfulonlinelearningplatformforaSALCisaverydifferentfromthatforacurriculum-basedinstructionalplatform.ThispresentationchroniclesthedesignprocessofRitsumeikan University'sSALSA(Self-AccessLanguageandSupportArea)sitethatwillaccompanyitsnewthree-campusBeyondBordersPlazaSALCcomplex.Specifically,itwilloutlinefeaturesthatmakeacurriculum-basedplatformsuccessful(includingCALLexercises,materialsdistribution,assignmentsubmissionandfeedback,progresstracking,andcommunication).DiscussionwillthenfocusondeterminingwhichfeaturescanbeportedtoaSALCplatform,eitherdirectlyormodified,andwhichmayneedtobeabandoned.

11:15-11:40Rm8-109

TrendsandOutcomesoftheInnovativePhysicalLearningSpaces:AnInternationalComparativeApproachJohnAugeri (ParisIle-de-FranceDigitalUniversity)AninnovativephysicalLearningSpaces(ActiveLearningClassrooms,LearningCommons,LearningCenters,SALC)internationalcomparativestudyhasbeenlaunchedinOctober2016throughaninternationalcollaborationbetweenParisDigitalUniversityandKyotoUniversity.Thisresearchproject,whichisinvolvingmorethan50institutionson4continents,aimstostudytheLearningSpacesphenomenonthroughdifferentangles:policies,trends,designprinciples,outcomesonteachingandlearningpractices,andmoregloballyoncampusestransformation.Thistalkwillpresentthestudyframework,thecriteriaused,andthefirstresultsthathavealreadybeencollectedinaninternationalcomparativeapproach.

11:15-11:40Rm8-111

ApplyingProfessionalDevelopmentProgramsforLearningAdvisorsinTeacherEducationandStaffTrainingSatoko Kato(KandaInstituteofForeignLanguages)ThispresentationfocusesonthefieldofAdvisinginLanguageLearning(ALL)andintroducesProfessionalDevelopment(PD)programsforLearningAdvisors(advisors)whoarelanguageeducatorsdedicatedtopromotinglearnerautonomythroughone-to-onereflectivedialogue.ItsharestheoverviewofthePDprogramswhichpresenterhasimplementedinthepast4yearswithover200participants.Italsodescribeshowtheprogramshavebeenexpandingtoteachereducationinrecentyears.Thepresenterdescribesthebenefitsofbecominganexpertinconducting‘reflectivedialogue’with learners and encourages the introduction of advisor education into teacher education and staff training.

11:45-12:10Rm8-116

CraftingtheIndependentLanguageLearningSpaceataChineseUniversityScottFisher (CenterforIndependentLanguageLearningatShantouUniversity)InmainlandChina,independentlearningandtheself-accesscentercanbehardsells.Inthistalk,IwillfocusonwhatwedoinourCenterforIndependentLanguageLearningto“explain”toourvisitorsboththepossibilitiesinindependentlearningandthepersonalusesthatcanbemadeofourimmersiveCILL.Theemphasiswillbeonthephysicalaspectsofthespace– layout,color,texture,signage,wallsandfurniture,sightlines,art,craft,ambientEnglish,whimsyandsurprise– elementsthatleadsometomakeofourCILLoneoftheprincipal“private”spacesoftheiryearsatShantouUniversity.

11:45-12:10Rm8-102

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InternationalStudentsSupportSystem asaLearningEnvironmentFosteringAutonomousJapaneseLanguageLearning古屋憲章 (早稲田大学大学院）&黒田史彦（首都大学東京）Noriaki Furuya (GraduateSchoolofWaseda University)&Fumihiko Kuroda(TokyoMetropolitanUniversity)自律的日本語学習の実現を支える学習環境の整備にあたり必要となる理念と実践について発表する。日本語を学ぶ人たちが、自己実現に向けた学びを成就するには、豊かな学習環境が欠かせない。学習に資するリソースとなる人・

物・事を選び、個別的学習環境を構築・更新することで、学習者は適応学習を実現し、自律的学習者へと成長する。本発表では、早稲田大学における留学生支援システムを事例に、学習環境の整備に関し議論する。

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Abstracts

11:45-12:10Rm8-109

ACEFR-JBasedSpeakingProgramforaSelf-AccessLearningCenterAlexanderWorth(OsakaInstituteofTechnology)&ErikFritz (Kwansei Gakuin University)ThepresentationwillsummarizehowaCEFR-JbasedSpeakingProgramofleveledmini-lessonswascreatedfortheinteractivespace(consultationservice)ataSelf-AccessLearningCenter(SALC).Thepresenterswilldetailhowtheprogramrespondedtoanumberofchallengesfacedattheirchoseninstitution,includingahighnumberofone-timeusersandageneralconcernaboutthelackofstructureforcertainactivitiesintheinteractivespace.ThepresentationwillconcludewithadiscussionabouthowSALCservicesthatpairteachersorlearningadviserswithstudentscanbemanagedand structured more efficiently in certain educational contexts, such as at a technical university.

11:45-12:10Rm8-111

EvaluatingCounseling-BasedTOEICProgramatJapaneseUniversityTokikoHori&KaoriTakeuchi(Soka University)ATOEICprogramaimingtogetscore730wasprovidedattheSACofaJapaneseuniversityin2016.Thisthree-monthsoutside-curricularprograminwhich53studentsparticipated,successfullyendedwith15studentsreachedthetargetscores.Themaincomponentsoftheprogramwereaseriesofone-on-onecounselingsessions,mocktestmeetingsandworkshopstosupportautonomouslearningoftheparticipants.Researchersexploredandevaluatedtheefficacyoftheprogramfocusingonthecounselingsessionswhichweretheheartoftheprogram.Expectedtofindsomeinsightsapplicabletofutureprograms.

12:15-12:30Rm8-116

Enabling Effective Extracurricular SACSessions:Useful Tips and SuggestionsMürüvvetSenbayrak (Social Sciences University ofAnkara,Turkey)This presentation provides anoverview ofmethods used by the self-access center (SAC)atSocial Sciences University ofAnkara(SSUA),Turkey,which help the center meet its goals.The center was established in2016to improve students’language learning and independent learning skills.The center offers concurrent sessions designed according to thestudents’proficiency level,needs,and interests.To further support language learning,the SACatSSUAoffersextracurricular activities,including Englishclubs moderated by native speakers,and organizes cultural events andcompetitions to encourage students to use Englishoutside the classroom.This presentation explains what factors need tobeconsidered to ensure effective extracurricular acitivities atSAC.

12:15-12:30Rm 8-102

TheLanguagePolicyintheALLROOMs,With“San”orWithoutYo Hamada(Akita University),Mikoto Chiba,Ayaka Sato&Hikari Ishizuka(AkitaUniversitystudents)Thisstudyexaminedtheuseofadding“san”tofriends’namesinourself-accesscenter,ALLROOMs.Weconductedasemi-structuredinterviewtoeightstudentsatdifferentagesindividually,askingeightquestions.Briefly,bothyoungerandolderstudentsprefercallingotherswith“san”.Becausetheycallwith“san”intheJapaneseculture,theydosoinALLROOMstoo.Also,iftheystarttheirrelationshipusing“san”outsideALLROOMs,theysticktotheruleinALLROOMs.Inthepresentation,wewillexplainmoredetailsabouteachcasewithourproposalforourfutureplan.

12:15-12:30Student

PresentationRm 8-109

CategorizingFindingsonLanguageTutorAutonomy(LTA)ThroughInterviewsTomoya Shirakawa (KandaUniversityofInternationalStudiesstudent)Languagetutorautonomy(LTA)isanewareaofresearchandspansarangeofsocialcontextsbecauseanyonecanbeatutor,andfurthermore,learnbyteaching.Thismixedformofautonomycanpotentiallyhavemanyapplications.Inthisstudy,aqualitativeapproachusingsemi-structuredinterviewswasemployedtomainlyidentifyuniqueaspectsofLTAandhowinterviewees'teachingastutorsinfluencestheirlearningasstudents.BasedoninterviewquestionsconcerningfouraspectsofLTA,theresultssuggestedamodelofLTAthatcanofferaframeworkforfutureresearchandpracticalapplicationsinself-accesslearning.

12:15-12:30Rm 8-111

RolesandResponsibilitiesofAdministrators:SeekingEffectiveCollaborationwithinLanguageLearningFacilitiesRyosuke Hori(ToyoUniversity)Thispresentationintroducescasereportsoncollaborationandcoordinationbetweendifferentteammembersindesigningandorganizingaself-accesslearningcenter.DrawingexamplesfromexperiencesandobservationsmadeattheLanguageCenteratToyoUniversity,thepresentationclarifiestherolesandresponsibilitiesofadministrativestaffinlanguagelearningfacilities,emphasizingissuesandchallenges.Interviewsandobservationssuggestthatconsolidatingproperunderstandingaboutstudents’needsandadministrators’psychologicalsupportforstudentsareessentialtoenrichingthelearningenvironment.Thepresentationconcludeswithpracticalsuggestionsforeffectivecollaborationbetweenteachingandadministrativeteamsinlanguagelearningfacilities.

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12:35-13:40Lunch(AsianCafé食神）

13:10-13:40KUIS8SALCtourMeetatEntranceHallway

Abstracts

13:45-14:10Rm8-116

CollaborativeLearningThroughJapanese-SpanishTeletandemSilviaGonzález(KandaUniversityofInternationalStudies)&KazukoNagao(NationalSchoolofLanguages,LinguisticsandTranslation,NationalAutonomousUniversityofMexico)InordertohaveamorevividandnaturalcommunicationwithspeakersofthelanguagelearnedbyMexicanandJapanesestudents,KUISandUNAMhavestartedaJapanse-SpanishTeletandem duringthefirstsemesterof2017.Itwasagoodopportunitytoconsidersocialproblemsineachcountry,practicingthelanguageofstudythroughconversationsessionsbetweenJapaneseandMexicanstudents.Throughthisinteractionstudentswerealsoabletosynthesizebasicknowledgeoftheirowncountrybyrespondingtotheexpectationsofcommunicationwiththeirpartners.

13:45-14:10Rm8-102

Push,Don’tPull:OneSelf-AccessCentre’sStruggleforIdentityStuartWarrington(NagoyaUniversityofCommerce&Business)InJapan,thereareanumberofself-accesscentres which,throughhardwork,collaborationandsupport,havesucceededinestablishinguniqueidentitiesforthemselves.However,asencouragingasthisis,therearestilluniversity-basedself-accesscentres withinthecountrywheretheoppositeistrue.Inthispresentation,oneself-accesscentre’s struggletoformauniqueidentityforitselfwillbeexamined.Discussionwillfirstfocusonunderstandingtheunderlyingreasonsforwhythisproblempersists.Thereafter,attentionwillbeturnedtoambitiouseffortsbeingmadetodealwiththeissueinlightoflong-standinglimitationsimposedbytheuniversity’sadministration.

13:45-14:10Rm8-109

UnderstandingWhatMakesaCommunityofPracticeinanEnglishConversationLoungeDanielHooper,MichaelBurke,JoMynard & PhillipTaw(KandaUniversityofInternationalStudies)CommunitiesofPractice(CoPs)“aregroupsofpeoplewhoshareaconcernorapassionforsomethingtheydoandlearnhowtodoitbetterastheyinteractregularly”(Wenger-Traynor &Wenger-Traynor,2015).ThepresentersusestheCoPframeworktounderstandtheactivitiestakingplaceamongfrequentusersinTheEnglishLoungeattheirinstitutionnearTokyo.TheloungeisaspacewherestudentscanpracticespeakingEnglishinaninformalsetting.Drawingonobservation,interviewandsurveydata,thepresentersexaminethedomain(i.e.,TheEnglishLounge),thecommunity,andthepracticeandsharesomefindings.

13:45-14:10Rm8-111

DevelopingaNewTrainingProgramforLanguageLearningAdvisors:ATentativeVersionwithThreeImportantPerspectivesToshinori Yasuda(Waseda University)Thispresentationdiscussesanewadvisortrainingprogramdevelopedwiththreeperspectives.First,theprogramisbasedontheauthor’sIcebergModelwhichcouldclearlyshowadvisorcandidatestheultimategoalofadvisinginlanguagelearning(ALL)focusingonpersonalwell-beingbeyondlearnerautonomy.Second,inadditiontobasicadvisingstrategies,theprogramencouragesadvisorcandidatestoconsidertheirownmeaningoflanguagelearningandeducationasapartofoveralllifenarrative.Third,theprogramincludesoriginalsemi-structuredadvisingpracticewhichenablesadvisorcandidatestosmoothlytrywhattheyhavelearnedandefficientlyachievetheultimategoalofALL.

14:15-14:30Rm8-116

ProsandConsofaSmall-ScaleLLCYukiOta(Seitoku University)Alanguagelearningspace(LLS)inawomen’suniversityinChibastartedin2012.Eversinceitbegan,thelayoutoftheenvironmenthasnotchangeddrastically.Forthispresentation,frequentstudentusersandlanguageadvisorsparticipatedinashortsurveythataskedthemabouttheprosandconsofthelayout.Inthispresentation,athoroughdescriptionofthecurrentLLSlayoutwillbeintroducedaswellasfeedbackandresultsfromthesurveys.Thepurposeofthispresentationistosharetheprosandconsofthecurrentlayoutofthissmall-scaleLLS.

14:15-14:30Rm 8-102

ForImplementationofCyclicalSupport:AHarmoniousSystemofGroupAdvising,DiagnosticTest,andCollaborationwithStakeholdersRyoMoriya&KanaMatsumura(Waseda University)WithintheSchoolofEducation’sDepartmentofEnglishLanguageandLiteratureatWaseda University,thereisanattempttoestablishthestudentsupportsysteminordertohelptheminEnglish-MediumInstruction(EMI)classes.Thepurposeofitsintentionistoconnectallthestakeholders,facilitatingclosecollaborationandcurriculumdevelopment.Asforthewayofsupport,groupadvisingisaccompaniedbydiagnosticfeedbackinordertoco-constructinformationaboutEMIincertaincontext.OurongoingeffortswillbeintroducedandconcludedbydiscussingsomeissuesincludingwhatstrugglesstudentshaveandhowtheyperceiveEMIandadvisingsupport.

14:15-14:30Student

PresentationRm 8-109

CreatingStudentCommunityinOurSALC,e-spaceErina Kinoshita,Yui Fukushima,Ayumi Tahara & Yukino Watanabe (Konan Women’s University students)WearestudentstaffworkinginourSALC,e-space.Lastyear,wegottogetherwantingtochangeoure-spaceandstartedaprojecttorebuilde-spacewithourcampaignslogan,"forbettere-space".Sincelastyear,wehavebeencreatinganatmospheresostudentscanimprovetheirEnglishskills.This year,wearefocusedonmakingconnectionwithstudentsfromdifferentgradesandotherdepartmentsinouruniversity.Inthispresentation,wewillshareourobservationsandthe results of the survey, comments of students and how our work improved our e-space with the development of communities.

9

Abstracts

14:15-14:30Rm 8-111

EnhancingLanguageLearnerAutonomyThroughAcademicAdvisingChelseaSchwartz(Soka University)Autonomyisanessentialaspectthatshouldbepromotedinlanguagelearning.Oftentimes,studentsstrugglewithutilizingappropriatestudymaterialsandtechniquesthataresuitablefortheirindividuallearningstyles.ThispresentationaimstoshowthesignificanceandpurposeoftheEnglishConsultationRoomofferedatSoka UniversityofJapan.Moreover,thepresentationwilldemonstratethenecessityofprovidingacademicsupporttostudentsandhelpingdeveloptheirautonomy.Additionally,professionaldevelopmentintegratedintothisprogramwillbediscussed.Finally,althoughtherearealwayschallenges,suggestionsonhowtomaintainastrongself-accesslearningcenterwillalsobeshared.

Poster114:35-15:45

SALCSelf-GuidedTourappErinFrazier&EuanBonner(KandaUniversityofInternational Studies)Self-accessLearningCentres includenotonlythematerialslearnersneedbutalsoprovideinformationonhowtheavailablefacilitiescanbestaidusers.Howeverfindingawaytointroducetheseresourcestovisitorsandlearnersoftenreliesonprovidingguidedtoursthatbydefinitiondonotfollowthepedagogyoflearnerautonomyandlimittheexperienceinordertobeofusetothewidestvarietyofusers.Thisposterfocusesonthreekeyelementsusedincreatingamobileself-accesstourappthatcaterstoindividuallearnersneeds.FirstlyanexplanationofhowthetourappusedatJASAL2017wascreatedandhowtheuseofAugmentedRealityand360° videoenhancesuserengagement.Secondly,theposteremphasizesthebenefitsofintroducingSALCfacilitiesusingtechnologyandfinally,howprovidinglocation-based information about each area of the SALC can provide each user with the level of detail they desire.

Poster214:35-15:45

GatheringinputonaSALC:Design,AdministrationandInterpretationofaStudentSurveyIsra Wongsarnpigoon &MakikoHori(KandaUniversityofInternationalStudies)TheSelf-AccessLearningCenter(SALC)atKandaUniversityofInternationalStudiesopenedanewpurpose-builtbuildingthisacademicyear.Followingthefirstsemesterinthenewbuilding,asurveyofstudentswasconductedinordertocollecttheiropinionsandinputregardingthespace.Inthisposter,wepresenttheprocedurethatateamofadvisorsandteachersfollowedindevelopingandadministeringthesurvey.Wealsopresentsomethemesfromtheresults,particularly students perceptions of the new building and findings regarding the revised language policy in the SALC.

Poster314:35-15:45

SALCinHigh School- Getting StartedWataru Matsunaga &PaulShepherd (FunabashiMunicipal High School)InNovember2016,inspired by the SALCatKUIS,asmall-scale SALCproject was established inFunabashiMunicipal HighSchool.This poster sessionpresents ‘the successes andchallenges ofour SALCstory so far’andthe 6practical aspects ofthe project that have been developed during our first year based onthe pedagogical principles inthe ‘ReflectiveDialogue’and‘The Autonomy Approach’books.The 6points are:1.‘goal setting’lessons,2.‘self-access learning’lessons,3.‘self-directed learning’journals,4.‘social learning’houka-goEikaiwa,5.e-learning,and6.advising sessions.

Poster414:35-15:45

Creating anOpportunity forStudent ExplorationofaSelf-AccessLanguageLearningStationAndreParsons (HokkaidoUniversity ofEducation - Hakodate Campus)Our Self-AccessLanguageLearningStation (SAS)isintroduced tofirst-year students viaabrochure andatour.Whilethese may be useful forraising awareness ofthe SAS,having students actually visit andexplore the SASfirsthand can helpthem better understand what the SASisandwhat its resources are.This presentation will describe ahomeworkassignment that requires students tovisit the SASandanswer questions related toitthereby providing them with theopportunity tolearn more about the SAS,followed by adiscussion ofstudent impressions ofthe SASandfuturedirections ofthe activity.

Poster514:35-15:45

Revisioning the Self-AccessCenterBjorn Fuisting &PaulLeeRumme (Sugiyama Jogakuen University)Self-AccessCenter(SAC)facilities playanincreasingly important role inlanguage education asthey allow students togainautonomy inchoosing their preferred type ofinput.Inorder forthe many aspects ofthe centers toremain viable,theorganizers need tore-evaluate the goals andformat ofthis type offacility periodically.Inthis presentation,the authorsdiscuss the condition ofanexisting SACprogram ataprivate women’s university,the students’attitudes towards usingthe resources,andsuggestions forthe facility’s revitalization.The resulting analysis provides clear examples ofhow touse the SACtoits full potential.

Poster614:35-15:45

Conducting aPreliminaryEvaluationtoStarting aSALCLorna Asami (Kanda Jogakuen JuniorandSeniorHigh School)Recently,there has been anincreased focus onthe necessity ofevaluating aSALCtodetermine its efficiency andeffectiveness.Inmost cases,the evaluation isconducted once the SALCisup andrunning,with the purpose ofanalyzingits current state anddetermining the achievements ofits learners.Inaddition tothat,we will begin our first evaluationeven prior toour SALC's formal launch.The purpose ofconducting this preliminary evaluation is1)tohelpstakeholderscrystallize their visionforthe SALCand2)allow more collaboration that would enrich the SALCfrom its outset.

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Abstracts

Poster 714:35-15:45

日本とドイツで実践したEタンデム・プロジェクトにおける参加者の学びTheLearningoftheParticipantsintheeTandem ProjectbetweenJapanandGermany脇坂 真彩子（九州大学留学生センター）MasakoWakisaka (KyushuUniversity)タンデム学習とは異なる母語を話す２人がペアになり、学習者オートノミーと互恵性の原則に基づいて互いの言語や文化を学び合うという学習形態である（Brammerts &Little,1996）。本発表ではドイツと日本の大学生がインターネットを介して行うEタンデム・プロジェクトの参加者を対象としたアンケート調査から、参加者がどのような学習内容・方法を選択し、パートナーとどのように学習を行ったのかを報告する。

Poster 814:35-15:45

TheMeritsofExplicitInstructiononSelf-DirectedLearningintheFirstYearofTertiaryEducationAgnesPatko (KyotoUniversityofForeignStudies)Thispresentationisgoingtointroducearesearchprojectinwhichwecompiledabooklettohelpstudentsrealise whotheyareaslearners,provideguidanceinvariouslearningstrategiesandlearningstyles,aidlearnersinplanning,trackingandevaluatingtheirstudyandconsequentlytohelpthembecomeself-directedlearners.Thebookletwillbeintroducedinclassinthefallsemester.Therewillbetworesearchgroupsinwhichweimplementthebooklet,oneofwhichwillreceivedetailedinstructions,theotherwillnot,andthecontrolgroupwillnotusethebooklet.Wewillconductsurveysbeforeusingthebookletandafterfinishingit.

Poster 9Student

Presentation14:35-15:45

HowIHaveGrownasaStudentandasaYoungWomanAiri Ota(KandaUniversityofInternationalStudiesstudent)&Kie Yamamoto(KandaUniversityofInternationalStudies)IwouldliketotalkaboutmyoneyearstudyabroadexperienceinAmericaandhowIgrewasastudentandasayoungwomanwithmyadvisor.TherearesomecategoriesoftopicsthatIwillshareinmypresentationincludingstudyingwithAmericanstudents,thewayIstudiedEnglishandothersubjectsinEnglish,theimportanceofbuildingrelationshipswithpeople,andinternshipexperienceinEnglish.Moreover,I'mgoingtoexplorethechangewithinmyself:breakingstereotypesanddealingwiththechallengesandbeingabletodevelopmyselffromovercomingthedifficulties.LastlyIwillexplainhowIfeeltobebackinJapanafteroneyearlivingintheUSandhowmyviewpointstowardsJapanormyeverydaylifehavebeenchanging.

Poster 10Student

Presentation14:35-15:45

TheHistoryandExperiencesofaSALCStudentCommitteeMami Nishikawa,Aona Maruyama&Chisato Yoyama (KandaUniversityofInternationalStudies students)TheSALCatKandaUniversityofInternationalStudieshasastudent-rungroup,knownastheSALCStudentCommittee(SSC),whichhelpsorganizeandrunevents.Additionally,theSSCworkstopromoteapositiveatmosphereintheSALCandhelpmakeitabetterplaceforstudents.Inthisposterpresentation,SSCmembersshareaboutthehistoryofthegroup,theworkthattheydo,difficultiesandsuccesses,andpersonalpositiveexperiencestheyhaveencounteredasmembersoftheclub.

15:20-15:45Rm 8-102

ConnectingProgramsinSALC:PrivateEnglishStudyCounselingsessionstodiscoverstudents’needstocreateabetter-cateredprogramShinobu Nakamura(Musashi University)ThenumberofSALCisincreasingandthepurposeandtheserviceatSALCalldependsonthefacility.Eachinstituteexploresthewaytoachieveitspurposetofulfiltheroleofthefacility.SALCatMusashi Universitywasopenedoncampustopromotestudents'foreignlanguageuseinarelaxingandsociableenvironment.However,wefoundoutthatforsomestudentsitisextremelyintimidatingtoevenstepintoourfacility.ThroughEnglishstudycounseling,wecoulddiscoverthosestudents'needsofgainingvocabularytoexpressthemselvesbeforetheyengageintheactivitieswewerepromoting.IwillintroduceourexampleofhowtoutilizedifferentSALCprogramstopromotetheusageofthefacilitytostudents.

15:20-15:45Rm 8-109

NihongoKinshi?LanguagePolicyandPracticeinLanguageLearningSpacesacrossJapanKatherineThornton(Otemon Gakuin University)TherecentshiftinJapantowardssociallearningspaceswherepeerinteraction,targetlanguagepracticeandbuildingacommunityoflearningareemphasised overtheprovisionofphysicalresourceshasimplicationsforlanguagepolicy.Shouldtherebestrictguidelines,whichmayensuremaximumlanguageusage,butriskputtingoffpotentialusers?Ifthereisnolanguagepolicy,howcanlearnersbeencouragedtousethetargetlanguage?Inthispresentation,IwilldiscussthecurrentstateoflanguagepolicyandpracticeinJapanusingsurveydatagatheredfrompractitioners,inadditiontotheviewsofstudentsfrommyowninstitution.

11

Abstracts

15:50-16:15Rm 8-116

Utilising ConversationPartnersinSelf-AccessCentersRichardHill&RobertPrimeau (Meijo University)Thispracticalpresentationlooksathowconversationpartnerscanbeutilised inself-accesscenters.Conductedbytwocurrentconversationpartners,thistalkoffersfirst-handexperiencesandissuesthatarecurrentandinformative.Thereisattentiononbothconversationpartnersandstudents.Therewillbeexamplesofdifferentapproacheswithobjectivestohelpthestudents’needswhilstconductingconversations.Furthermore,therewillbeafocusonstudentswithdifferentproficienciesaswellashowbesttoholdconversationswithmixedabilitypartners.Lastly,howconversationpartnerscanaidtostudentdevelopmentwiththemesandmorestructuredconversationswillbethoroughlyscrutinized.

15:50-16:15Rm 8-109

複数教員による討論型授業の実践：自律学習を誘発するための教授法に関する一考察ACaseStudyofDebatesRunbyMorethanOneTeacherinanEconomicsClassasaTeachingMethodforSelf-AccessLearning中野 謙（大阪国際大学） KenNakano (OsakaInternationalUniversity)本研究では、大講義で受講者の自律学習を促すために、複数教員による討論型授業を行った。3回の授業を1セットとし、授業テーマに関する知識を2コマ講義する。これによって受講者に賛否の立場を決めさせ、3コマ目で2人の教員が賛成と反対にわかれて討論を行う。また、3人目の教員が受講者に混じって討論者に質問をすることで、受講者からの発問を促した。その結果から、自律学習の効果が一定程度得られることを明らかにした。

15:50-16:0515 minutes

session

Rm 8-111

Utilizing Advising Skills in Personal InterviewsAnthonyDiGiulio (KandaInstituteofForeignLanguages)MostprimaryandsecondaryschoolsinJapanhaveaclass'tannin'system;sometimesreferredtoinEnglishasahomeroomteacher,whosejobitistosupportthestudentsinthatclassaswellastopreventproblemssuchastruancyanddropouts.One-on-Oneinterviewsareheldthroughouttheyeartoencourageandlistentostudentconcernswhichmaybepersonaland/orlearning-related.ThispresentationwilldiscusshowadvisingskillssuchasthosedescribedbyKelly(1996)canbeusedby'tannin'togetstudentsthinkingaboutandinvolvedintheirownlearning.

16:35-17:00Rm 8-116

ニコニコ動画のゲーム実況プレーヤーという私の実現～日本語学習者の言語学習史に関する調査から~ExploringtheexperienceofbroadcastingmyJapanese-speakingselfplayingvideogamesonNiconico Douga:analzyingthelanguagelearninghistoryofaJapaneselanguagelearnerfromHongKong中井好男（同志社大学） YoshioNakai (Doshisha University)本発表は、ニコニコ動画を通して理想Ｌ２自己を実現した香港の日本語学習者（Ａさん：仮名）の言語学習史に関するも

のである。言語学習に関するライフストーリーインタビューを行った結果、ニコニコ動画が持つ機能、日本語学習のライバルとしての友人の存在、経済的に不利な環境など、Ａさんを取り巻く様々な要因が持つアフォーダンスや制限の中で日本語学習を進めており、学習における理想Ｌ２自己の実現の重要性について論じる。

16:35-17:00Rm 8-102

AchievingWidespreadEngagementinAutonomousLearningMarcelVanAmelsvoort (JuntendoUniversity)Inordertopromoteautonomouslearningacrossaprogram,itisimportanttohaveasystemthatprovidessufficientorientationandcleargoals.Itisalsocriticalthataworkablesystemtomonitorprogressandensurecomplianceisinplace.Inadditiontopre- andpost-ALcounselingsessions,oneliberalartsdepartmentataprivateuniversityinJapanmakesuseofXReading anditslearnermanagementsystemtomonitorandchecktheprogressofstudentswithextensivereading,andastampandworksheetsystemtodosoforotherformsofautonomouslearning.

16:35-17:00Rm 8-109

FacilitatingDialoguesandSelf-ReflectionsThroughLearner-GeneratedSACDisplaysHisakoYamashita(KonanWomen’sUniversity)Onestudent’sreflectiononherlanguagelearningprocesscanhave“rippleeffect”onotherlearners.Thepresenterwilldiscussaboutthevalueofdisplayinglearners’reflectiveworkinSACastheyfacilitatetheemergenceofaffordancesforonelearner,foranotherlearner,andyetanotherlearnerforbothregularandnon-regularSACusers.Displayingtheirworkcreatedacommunalsupportiveatmospherewherelearnersfeelcomfortablesharingabouttheirstrugglesandideasformanagingtheirlearning.Incorporatingelementsofstudents’learningexperiencesthroughdisplaysinSAChascontributed in creating a dynamic and an interactive ecology for learners.

16:35-17:00Rm 8-111

ExploringHowEFLLearnersLearnAcademicWordsthroughSelf-DirectedLearningWatjana Suriyatham (Thammasat University,Thailand)Universityfreshmenhavemanychallengeswhentheystarttheirfirstyear.Studyingskillsandself-directedlearningtocopewithacademicstudiesisoneofthem.TheundergraduatestudentsneedtohaveagoodcommandofEnglishtosearchforknowledgefromtheInternet,andtocommunicatewithotherspeakersofEnglishintheASEANEconomicCommunity.Thiscasestudyaimstoexplorehowagroupoffirstyearstudentslearnacademicvocabularybythemselves,andtoinvestigatehowwelltheycantransfertheirknowledgetodoavocabularytest.Thestudyinvolved39participantsfromdifferentmajorsenrollinginafundamentalEnglishcourse.Theresultfromthequantitativedataandthefindingfromtheparticipant'slearninglogsrevealednotonlyhowwelltheycoulddothetest,butalsohowautonomoustheywere.

12

Abstracts

17:05-17:30Rm 8-116

HowDifferentStudentsUseandPerceiveanEnglishConversationLounge:AnEthnographicStudyJoMynard,PhoebeLyon,BethanKushida &RossSampson(KandaUniversityofInternationalStudies)Asself-accesslearningcentersarebeingre-imaginedassociallearningcommunities(Murray&Fujishima,2015),itisbecomingcommontoprovideaspacewherestudentscanpracticeusingthetargetlanguage.Understandinghowstudentsperceiveandusesuchaspaceguideseducatorsinmanagingresourcesinordertoservetheneedsofdifferentlearners.ThepresentersgiveanoverviewofanethnographicresearchprojectwhichexploresthedynamicsoftheEnglishconversationloungeintheSALCattheiruniversitynearTokyo.Drawingonobservation,interviewandsurveydata,theresearch sheds light on what the space means to different users.

17:05-17:30Rm 8-102

MakingLearningSupportOpportunities:DifferentApproachesAkiyuki Sakai(Meijo University)Institutionsofferservicestosupportstudents’endeavorstobecomesuccessfulusersofEnglishandteachersoftenplayanimportantroleinprovidingthem.Thisstudytakesacloselookat‘learningsupportsessionrecords’,aworklogkeptbyateamofteachersworkingaslearningadvisorsatauniversityself-accesscenter.Itrevealsdifferentlearningadvisorshavedifferentapproachesinfindingstudentstosupport,aswellasdifferenttendenciestowhattypesofsupporttheyoffer.Thefindingssuggestthatlanguagelearningadvisingmaybethekeyforhavingstudentsengagingintherepeateduseoftheservices.

17:05-17:30Rm 8-109

AVIPRewardsProgramtoEncourageSelf-AccessUsageJohnBankier &JonathanBolick (Soka University)TheVIPProgramatourSelf-AccessCenter(SAC)wasestablishedin2011torecognizefrequentusersofself-accessfacilitiesincludingconversationlounges.ThepresenterswillfirstintroducetheSAC,andwillthendescribethemotivationforsettinguptheVIPprogram,itsday-to-dayrunningandpromotion,andchallengesfaced.Qualitativeandquantitativedatawilldemonstratehowmoreusersbecamemotivatedtoattendmoreoftenandbecomes“VIPs”.Howtoimplementasimilarsysteminparticipants’owncontextswillalsobeconsidered.

17:05-17:2015 minutes

sessionRm 8-111

MaterialsDevelopmentforTrainingStudentFacilitatorsinSelf-AccessProgramsVijayalakshmi Ramanathan (Soka University)Learnersatdifferentlevelsoflanguageproficiencycanbesupportedwithstudentpeersinordertoreducetheiraffectivefilter.Studentfacilitatorsworkinginself-accesscentersrequireprofessionaltrainingtosupporttheneedsoftheirstudentsandtherequirementsoftheiruniversities.Incorporatingtheresultsofneedsanalysisofthecurrentstudentfacilitators,trainersandcentermanagers,thetrainingmaterialsispreparedwiththeoverallgoalofimprovingstudentfacilitators'skillsinanelementarylevelself-accesscenterataJapaneseuniversity.Thepresenterwillsharetheframeworkandproviderecommendationsonhowtoadaptthecurriculumtootherteachingcontexts.

17:35-18:05Rm 8-116 ClosingReflectionSession

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ConferenceFeedbackWehopeyouenjoyedJASAL2017.

Weappreciateanyfeedbackyoucangive.

AccesstoKUIS(神田外語大学へのアクセス)

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Kanda University of International Studies (KUIS) is a private university specialising in foreign languages and cultures. It is located in Kaihin Makuhari, just 35 minutes by train from Tokyo Station.

DirectionstoKUIS:http://www.kandagaigo.ac.jp/kuis/salc/access/accessmapdirection.html神田外語大学へのアクセス（日本語） http://www.kandagaigo.ac.jp/kuis/access/KUISwebsite:http://www.kandagaigo.ac.jp/kuis/KUISSALCwebsite:http://www.kandagaigo.ac.jp/kuis/salc/

Busschedulefrom/toKUIS (バス時刻表：神田外語大学下車)http://www.kandagaigo.ac.jp/kuis/access/

ToKUIS(神田外語大学方面）

KUIS(神田外語大学) toJRstations(幕張本郷駅、海浜幕張駅）

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WouldyouliketobecomeaJASALmember?会員登録のご案内Justsendanemailto(jasalorgATgmail.com)withthefollowinginformation:Name,contactemailaddress,affiliation(andnameofSACifapplicable).Alternatively,pleaseletoneofusattheReceptiondeskknow.Membershipfeeisfree.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?SACtoursisoneofthegreatlearningopportunitiesforJASALmembersasyouwillbeabletoseealiveSACinoperationininstitutionotherthanyoursandtodiscussvariousissueswithparticipantsfromdifferentinstitutions.Toursusuallycomewithadiscussionsessionwheremembersgethelpandideasfromeachotherabouttheoperationoftheirlanguagelearningspaces,inintegratingitintocurriculum,aboutstudentinvolvement,staffingoronanyothermattersrelatedtoself-accesslearningorotherservicessuchasadvising.IfyouareinterestedinhostingaSACtour,eitherthisyearorincomingyears,pleaseletoneoftheJASALcommitteemembersknow.

TolearnmoreaboutusVisitourhomepagetolearnmoreaboutJASALatjasalorg.com

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TheJapanAssociationforSelf-AccessLearning(JASAL) isnon-profitprofessionalorganizationdevotedtopromotingself-accesslanguagelearninginJapan.Weaimtoprovideaforumforourmemberstodisseminateknowledgeandshareideasaboutself-accesslanguagelearning,runningself-access centres anddevelopinglearnerautonomy.AtJASAL,weofferopportunitiesforprofessionaldevelopmentandnetworking,aswellasofferingourmemberspracticalhelpandsupportforself-accessrelatedprojects.SelfaccessandlanguagelearnerautonomyisanexpandingfieldinJapanandacrosstheworld.AtJASALwehopetohelpbothexperiencedprofessionalsandthosenewtothefieldtomakeconnectionsanddeveloptheirpractice.

JASAL=Japan Association for Self-Access Learning (日本自律学習学会) は、日本における自律学習教育やセルフ・アクセス・センターの普及および向上を目指す専門家からなる学会です。JASALは、これら専門家に語学教育における自律学習教育の専門的知識、セルフ・アクセス・センターの立ち上げや運営などに関する情報提供や、会員同士 が情報を交換し合う場所を提供し、この分野の発展と普及に貢献することを目的としています。セルフ・アクセス・ラーニングや自律学習教育は、今、最も注目され始めた分野の一つです。

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