Introduction

This issue of SiSAL Journal features nine papers in the main section and two papers in the Ethnographies of Self-Access section. This issue includes contributors from Hungary, Iran, Japan, Jordan, Malaysia, the Philippines, Scotland, Taiwan, Thailand, Turkey, and Vietnam. The papers in the main collection address key themes in language education, including self-regulated learning, self-directed learning, collaborative learning, and advising in language learning and writing center support. The ethnographic papers offer practitioner-based reflections on the impact of generative AI and multilingualism in language education.