Roles of Self-Access Centres in the Success of Language Learning

Abstract

Self-Access Centres (SACs) contain facilities and materials that encourage learners to learn on their own. In Asia, where English is used as either a foreign language or a second language and where English is regarded as one of the compulsory requirements for selecting students to study at all levels or to recruit new employees, mastering English is particularly important. Therefore, we can see widespread use of SACs in many countries, e.g., Thailand, Japan, Hong Kong, and Malaysia, because SACs can provide language-learning opportunities that include some types of simulation of a native or near-native environment (Gardner and Miller 1999). In those countries, English is taught as a compulsory subject from the primary school level to the university level. However, with minimal exposure to English outside the classroom, establishing SACs is regarded as an attempt to provide more English exposure outside of class. Nevertheless, SACs have a greater role than being simply ‘an English library’ because they incorporate the concepts of learner autonomy and independent learning by providing support to enable the users to learn how to learn, to help them to be more responsible for their learning and cater to individual differences (Benson 2011; Chia 2007; Dickinson 1987; Sheerin 1989). Providing SACs is more than just providing English exposure; it also helps encourage learner autonomy and provides an opportunity for learners to develop the attitudes and skills to learn how to learn, which is important for lifelong learning.