Conference Schedule
10:00-11:15 VISTA Tour & Discussion
11:20-11:40 Presentation (1)11:40-12:00 Presentation (2)12:00-13:15 Lunch
13:15-14:05 Pecha-kucha sessions
13:15-13:25 Presentation (3)13:25-13:35 Presentation (4)13:35-13:45 Presentation (5)13:45-13:55 Presentation (6)13:55-14:05 Presentation (7)14:05-14:25 Presentation (8)14:25-14:45 Presentation (9)14:45-15:00 Tea Break
15:00-15:20 Presentation (10)
15:20-15:40 Presentation (11)15:40-16:00 Presentation (12)16:00-16:05 Closing

Welcome to the JASAL
10th Anniversary Conference!

The Japan Association for Self-Access Learning
presentsWe are delighted to announce the JASAL 10th Anniversary
Conference, our first ever stand-alone conference, on theoccasion of our 10th Anniversary!
The Japan Association for Self-Access Learning (JASAL) is a
non-profit professional organization devoted topromoting self-access language learning in Japan. We
now have over 190 members from Japan and abroad. We
aim to provide a forum for our members to disseminate
knowledge and share ideas about self-access language
learning, running language learning spaces anddeveloping learner autonomy.
Please join us for wide variety of presentations and a tourof the VISTA Self-Access Learning Center. We hope thatyou will have a fruitful day learning about initiatives inother institutions, participating in discussions, and meetmany like-minded colleagues!

JASAL
10th AnniversaryConference

JASAL Executive Committee
Katherine Thornton, Dirk MacKenzie, Hisako Yamashita

16:05-17:00 JASAL AGM

VISTA is Kanda Institute of Foreign Languages (KIFL)’s self-access learning
center, and exemplifies KIFL’s long-standing support of the theories andpractices of self-access learning. For more than 18 years, KIFL has beencommitted to developing and supporting self-access learning both in andoutside the classroom. Since the founding of KIFL’s original SAC in 1995,
the school curriculum has consistently underlined the importance ofautonomy in learning. In 2013, the school made further innovations anddivided VISTA into three separate areas. A.C.T. (Action Communication
Training), S.I.L.C. (Success Independence Learning Center) and theConversation Lounge and Advising Room floor. The Center also manages
the KIFL Learning Center (KLC), another self-access study
room that teachers are required to use for blended
learning and self-access study related to regular classwork.

**To join JASAL, please send e-mail to hisakoadvisingATgmail.com

10:00～16:00
Kanda Institute of Foreign Languages
Building 3, 5th floor Room# 3-501
Fee: Free (lunch at own expense)

Access to venue:*The schedule may be subject to change.

About VISTA Self-Access Learning Center

Saturday, December 12, 2015

3 minute walk from Kanda Station (JR: West Exit/Ginza
Line). Kanda Station is one stop from Tokyo station.

The Japan Associationfor Self-Access Learning（日本自律学習学会）

http://jasalorg.wordpress.com/HERE

JR Kanda station
West Exit

Ginza LineKanda station
Exit 1President: Katherine Thornton
Vice President: Dirk MacKenzie
Membership Chair: Hisako Yamashita
Marking JASAL’s 10th Anniversary 2005-2015

Presentation Abstracts
11:20-11:40 Presentation (1)Language Learning Foundations
Herman Bartelen (Kanda Institute of Foreign Languages)
The curriculum for first-year students at Kanda Institute of Foreign
Languages includes a major focus on self-directed learning with acourse titled, "Language Learning Foundations'. This course focuseson how to be a good learner, goal-setting, time management,
learning strategies, motivation and reflection. This presentation willreflect on how the course was received and managed in its first year.

11:40-12:00 Presentation (2)English World: An English Space for Elementary SchoolStudents
Clair Taylor (Gifu Shotoku Gakuen University)
Many universities in Japan now have English or Plurilingual
Conversation Lounges for students to gather and speak English in arelaxed environment, often staffed (in part) by fluent students. This
presentation outlines the process of setting up and running a similar
kind of English Space at an elementary school, staffed largely byuniversity student volunteers. Both current issues and possible
directions for future research and development will be discussed.

13:15-13:25 Pecha-kucha Presentation (3)The Seven Year Itch? Reflections on establishing andmaintaining a Self Access Program
Keiko Omura (Toyo Gakuen University)
This presentation will highlight the highs and lows of developing aculture of self access at a small, private university. The presenter will
provide a reflection on data collected over the last seven years,providing suggestions for others based on our experience and making
predictions and recommendations for the future.

13:25-13:35 Pecha-kucha Presentation (4)Integrating self-access into two courses via a stamp rally andextensive reading program
Dirk MacKenzie, Brian Nuspliger (Konan Women'sUniversity)
In 2013, it was decided that self-access would be integrated intocertain core courses in the Department of English Language andCulture at Konan Women’s University in order to give all English
majors a chance to make use of the resources available in its selfaccess centre. In 2014, the department mandated that 20% of thegrade for a first- and second-year core class be allotted to SAC
activities and extensive reading. A stamp rally was developed so thatstudents could get credit for activities completed, and mreader.org
was used for monitoring their reading progress. At the end of theyear, stamp cards were collected and mreader.org data compiled, andstudent feedback was solicited via an online survey.

13:35-13:45 Pecha-kucha Presentation (5)14:25-14:45 Presentation (9)The Autonomous Language Rooms in Akita University
Yo Hamada (Akita University)

Magical Workshop for Better Self-study: are there any"magical" ways for self-study?
Seiko Oguri, Tetsuo Kato (Chubu University)

Akita University has run a unique self-access center, named the ALL
ROOMs (Autonomous Language Learning Rooms) for 5 years. A total of 10
student staff, including both Japanese and exchange students, and threeteachers run the ALL ROOMs. The presenter will briefly talk about its
history, how its run, and occasional events. This year the students and oneof the teachers are going to high schools to hold a workshop for thepurpose of building a "bridge between high school and University.“

13:45-13:55 Pecha-kucha Presentation (6)Establishing a Self-Access Center and Supported, Self-Directed
Language Program
Kirby Record, Makiko Hori, Ryosuke Saito(Yamanashi Gakuin University)
The Language Acquisition Center (LAC) at Yamanashi Gakuin University wasestablished in April 2015 together with the opening of International
College of Liberal Arts, an English-medium liberal arts department. While
the LAC is a self-access center that aims at promoting autonomous
language learning in genuine sense, the Center also offers a uniqueprogram for liberal arts students, blending classroom teaching andsupported independent learning. In this presentation, we will share ourexperience in 1) establishing the LAC introducing issues and difficulties wehave faced; 2) start-up of the actual operation; and 3) supported selfdirected learning program.

13:55-14:05 Pecha-kucha Presentation (7)Pathways to Cultural Awareness: Linking Self Access and theCurriculum
Kayoko Horai (Sojo University)
This project is an effort to give students opportunities to interact withteachers and to learn about other cultures. In a presentation contest lastyear, students noted that there are few opportunities to gain cultural
knowledge both in and out of the classroom, despite a self-access learning
center that is staffed with nearly 20 native teachers. The project involved
collecting information from teachers, creating posters, planning events,
creating classroom activities, and collecting feedback. It has strengthened
ties between the teachers, learning advisors, students, curriculum, and theself-access center. This presentation will detail the planning, execution
and engagement of the project.

14:05-14:25 Presentation (8)Conceptualizing LLC: Identifying needs and problems
Yaoko Matsuoka (Kokugakuin University)
Since acquiring foreign/second language requires both knowledge input
and practice, a supportive environment, such as SALC, is indispensable forlearners to gain fluency. This paper reports on the establishment of LLC, anew SALC at Kokugakuin University, and investigates the role of student
support in university education. It describes facilities, services, activities,and future prospects of LLC, with reference to the results of a preliminary
survey and problems revealed in the advising records.

Seiko Oguri has been organizing Magical Workshop for better self-study
since Feb 2011. The aim of the workshop is mainly to introduce ways to
use materials we store in our language self-study room, the SI (selfinstruction) Room at Chubu University. Instead of providing teaching or
tutoring services in the SI Room, we hold workshops on particular topics
according to the needs we hear from the students using the SI Room.
The presentation talks about poster presents how we choose topic, what
we do in each workshop as well as the outcomes of the workshop.

15:00-15:20 Presentation (10)Advising in Language Learning: What can conversation analysis
tell us?
Yukari Rutson-Griffiths (Hiroshima Bunkyo Women'sUniversity), Mathew Porter (Fukuoka Jo Gakuin NursingCollege)
The presenters used conversation analysis to examine a face-to-faceadvising session conducted in Japanese between an experienced
learning advisor and a fourth-year non-English major. Conversation
analysis revealed steps that the experienced advisor took to gather
accurate information, confirm her interpretations, and maintainintersubjectivity. The presenters will give examples of these steps anddiscuss their relevance in relation to Kelly's skills.

15:20-15:40 Presentation (11)Adapting speaking and writing sessions to suit the context of a
newly established Self Access Centre
Chris Fitzgerald, Rachelle Meilleur (Kyoto University of ForeignStudies)This presentation will outline how the presenters adapted in how theyfacilitated speaking and writing sessions in a newly established selfaccess centre. They will describe the challenges that arose in this everevolving context and give practical suggestions on how these can beovercome. This presentation might be of particular value to those who
may be in a position to open a new self access centre.

15:40-16:00 Presentation (12)One Learner, Many Stories: Before and After Self-Access
Language Learning
Umida Ashurova, Risa Hayashi (Nanzan University)
Stories are a rich source of data and can yield new insights each timethey are revisited. In this talk, a teacher and her former student willreflect on their four-year-long self-access language learning/ teaching
journey. Together they will analyse one learner’s cognitive andemotional activity of mastering a foreign language. What opportunities
and limitations did the learner have in university environment? How did
her learning beliefs change? Are there any learning tools still used by thelearner three years after graduation? What can SALL researchers andpractitioners learn from her stories?