Abstract
This study explores the process of how a learner recognises the value of a Self-Access Learning Center (SALC) and takes charge of her own learning through self-reflection of her language learning environments beyond the classroom as well as her ideal future self-image as a motivational factor. A university student who majors in English drew a mind map as a tool to reflect on her learning activities beyond the classroom before and after engaging in various reflective activities. Employing a qualitative narrative case study approach, multiple data sources, which included two mind maps, written descriptions of them, and a follow-up semi-structured interview, were analysed from an ecological perspective. The findings show that the learner’s self-reflection on her learning environments beyond the classroom, as well as her stronger image of ideal future-self, guided her to step forward to take action to engage with the SALC to create a meaningful space to achieve her goals. The learner’s self-reflection on her engagement with the environments, strategic advice from her friends, and a clearer image of her ideal future self are seen as key factors for the development of her learner agency. The benefits of teachers including self-reflection during class time on learning beyond the classroom as an aid to develop learner agency are also outlined.
Highlights
A self-access learning centre is one of the learner’s choices
This study explores how an undergraduate university student majoring in English incorporates the Self-Access Learning Center (SALC), together with many other language learning settings, in her language learning environments
A participant, Lisa, was a third-year undergraduate university student majoring in English and taking a teacher training course. She was one of the students taking the author’s Content and Language Integrated Learning (CLIL) course entitled ‘Language learning beyond the classroom’ for the duration of one semester
Summary
A self-access learning centre is one of the learner’s choices. The Self-Access Learning Center (SALC) at a Japanese university where this study was set is defined as “a place where students can individualise their language learning and develop autonomous learning skills” (Kanda University of International Studies, 2020). All the support services and facilities are promoted at the orientation when students enter the university, and the students are expected to make use of them so that their learning is more efficient and well supported This enables them to achieve their individual learning goals and become more independent and self-directed learners. Findings showed that non-users appeared to have psychological constraints such as their beliefs and anxiety about their language proficiency levels as well as identity issues These findings suggest that further discussion or better preparation and support for non-users is needed for them to be more comfortable in joining the learning activities in the SALC (Mynard et al, 2020b). (Self-Access Center) is used in some of the direct quotations as some scholars use SAC as an abbreviation
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