Introduction

Abstract

In the first paper by Shawn Andersson and Maho Nakahashi, the authors describe an innovative enterprise for self-access language learning: online synchronous support. They implemented online self-access services for English language learners at Osaka University in Japan. Their aim was to cater to a wider student population from different campuses. The implementation sought to assist learners to practise and improve conversation, presentation and writing skills via Skype video conferencing. They report that the student population mostly sought online services to practise conversation and writing, and the objective to reach students from distant geographical locations was achieved, which speaks of the potential of online self-access for language learning.

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