Kanda University of International Studies

This editorial introduction presents the September 2026 issue of Studies in Self-Access Learning Journal (Vol. 17, No. 3, pp. 268–272), with authors based in Indonesia, Japan, Oman, Thailand, the United Kingdom, and Vietnam, organizing nine papers into four themes: self-access connections with wider learning spaces and communities (Kashiwa; Martinho et al.), the lives and well-being of people within self-access communities (Phelps; Pemberton et al.), self-regulation and learning processes in self-access (Nakanishi et al.; Anggoro et al.), and the growing role of generative AI in self-access language learning (Ubukata & Marzin; Andersson; Al Ghaithi & Behforouz), plus two book reviews on self-regulated and self-directed learning (Nguyen; Tomiyama).

This editorial introduction presents the September 2026 issue of Studies in Self-Access Learning Journal (Vol. 17, No. 3, pp. 268–272), with authors based in Indonesia, Japan, Oman, Thailand, the United Kingdom, and Vietnam, organizing nine papers into four themes: self-access connections with wider learning spaces and communities (Kashiwa; Martinho et al.), the lives and well-being of people within self-access communities (Phelps; Pemberton et al.), self-regulation and learning processes in self-access (Nakanishi et al.; Anggoro et al.), and the growing role of generative AI in self-access language learning (Ubukata & Marzin; Andersson; Al Ghaithi & Behforouz), plus two book reviews on self-regulated and self-directed learning (Nguyen; Tomiyama).