Introduction

This issue features nine research papers and one theoretical exploration from authors based in Indonesia, Japan, the Kurdistan Region of Iraq, Thailand, and the Philippines. The papers in this collection explore key themes, such as the role of parental and technological support in language learning, learner autonomy and self-regulation, and the use of tools and applications to enhance self-access and self-directed learning. Topics range from home-based strategies for vocabulary development and informal language learning journeys to the implementation of tools like Flipgrid, QuillBot, WhatsApp Meta, and ReadTheory in language learning contexts. The studies investigate concepts such as learner perceptions, advising practices, and the integration of visual and interactive elements in learning materials.