Self-Access Language Learning Support in Europe: Observations and Current Practices

Abstract

This research examined the practices and spaces for self-access language learning (SALL) support, such as self-access learning centers (SALCs), learning resources, other learning spaces, advising, learner development, and social learning opportunities in leading institutions in Europe. The researcher analyzed how language learner support is conceptualized, operationalized, and evaluated at three institutions in Italy and one in Germany. The research was conducted through systematic observations during site visits, document analyses, and semi-structured interviews with staff and students in the four institutions. The researcher also drew on findings from the recent literature, insights from recent conference presentations, and discussions with colleagues based elsewhere in Europe to make observations about current trends in SALL in Europe. Six themes emerged from a thematic analysis of this data. The research offers perspectives for students and teachers interested in supporting learning outside the classroom in Europe and elsewhere.