Self-access Centre Research Articles

Student-Led Language Learning Community: The Journey of a Leader

This study examines the role of a leader in a French language learning community at a Japanese university’s self-access center. Based on a previous study that focused on exploring the impressions of the members of this student-led community (Marzin & Raluy, 2023), results indicated the core role of the leader in enhancing motivation, (intercultural) communication skills, and sense of belonging. The present narrative study documents the experiences and reflections of the community leader, utilizing a range of reflective tools. The findings suggest that the leader’s regular introspection enabled him to assess his feelings, evaluate his decisions based on the community’s needs, and provide guidance to other members, with a focus on exploring World French and francophone cultures.

The Impact of Using Interactive Chatbots on Self-Directed Learning

The present study aimed to develop and implement an interactive chatbot in a language-learning setting. For this purpose, fifty Omani EFL students were divided into two equal groups: control and experimental. All the pretests were validated and piloted before the treatment to ensure practicality. The chatbot was designed using the WhatsApp platform, and instructions were given to the students. Some researcher-made tests, such as writing tasks, grammar, and reading comprehension activities, were assigned to both groups. In addition, an adapted questionnaire initially developed by Williamson (2007) was used as the pretest and posttest. The control group received all the materials using the traditional face-to-face teaching method, while the experimental group received all the instructions, explanations, and tests through the chatbot. The findings of the study revealed that the control group did not show any interest in completing the activities; on the contrary, the majority of participants in the experimental group engaged themselves in task achievements. Moreover, the self-directed learning questionnaire results showed that the experimental group progressed significantly from the pretest to the posttest in self-directed abilities, including awareness, learning strategies, activities, evaluation and interpersonal skills, with a statistically significant difference compared to the control group. The results of this study could be helpful for educators, students, and self-access centre staff.

EFL teachers’ perceptions of their roles at a Vietnamese English Center

This study investigated the perceptions of EFL teachers regarding their roles at Hai Hoa English Center in Vietnam. The research aimed to explore teachers' perceptions of five key roles: facilitator, counselor, resource provider, learning coach, and self-access center manager. A questionnaire was administered to 25 teachers at the language center. The findings revealed that teachers strongly perceived their roles as facilitators and counselors, emphasizing the importance of providing personalized guidance, promoting collaboration, and adapting communication styles to cultural norms. The roles of learning coach, resource provider, and self-access center manager were also acknowledged, but considered less crucial compared to facilitator and counselor roles. The results suggest that language learning centers should provide targeted professional development opportunities and resources to support teachers in fulfilling these roles effectively. This study contributes to the understanding of EFL teacher roles in the Vietnamese context and offers valuable implications for teacher training and language center management.

Digital Authentic Resource and Activity Needs of English Major Students for Autonomous Learning through Self-Access Center (SAC)

To boost English major students’ autonomous learning beyond classroom learning through the Self-Access Center (SAC), the provision of learning resources and activities in SAC should meet their needs. The issue that arises is that little is known about the specific needs of autonomous learning in SAC for English major students. This research focuses on autonomous learning based on the needs of digital authentic resources and activities through SAC as accelerated learning outside the classroom for students majoring in English. A mixed method was applied based on the need analysis model by Hutchinson and Waters (1987). Around 51 English major students of UMM as users of “American Corner” (Amcor) UMM were required to fill out the questionnaires consisting of 6 questions adapted from Ortiz (2006) and 16 of them were selected as interview participants. Observation was also held to support both data. The findings revealed the digital authentic resource needed, lacking, and wanted the most by English major students. Additionally, the types of activities needed the most to support autonomous learning in SAC were also described. The implication of the research is for SAC managers to consider future development and recommendations of resource provision as well as ideas for forthcoming programs of SAC based on the identified needs particularly for the English major students.

Students' Needs for Autonomous Learning through Self-Access Center Resources and Activities: A Survey on the Target and Learning Needs of SAC Users

The Self-Access Center (SAC) is one of the infrastructures for realizing the self-access approach as one of the modes of learning beyond the classroom (LBC) that is essential to the manifestation of the student-centered approach in language education. This study looked at the target needs of English department students for independent learning using SAC resources and their learning needs for independent learning using SAC activities. There were 51 university students participated in the study using a mix of questionnaire and interview data collection techniques. The study revealed that the student's primary necessity for autonomous learning resources of SAC was materials for specific English skills out of the classroom supported with the use of sufficient internet resources and a native speaker as a resource. It is to fulfill their short and long terms goals to attend in SAC. It was also discovered that the students preferred individual reading, free writing, native American speaker advisors, and listening activities. Vocabulary, pronunciation, and grammar need to be progressively integrated into these programs since many of them wish to be overseen by Native American speakers, notably for the American English pronunciation model, and non-native speakers for English grammar.

Introduction

The contents for this general issue range from practices of students who are learning languages beyond the classroom, learning strategies favoured by self-regulated learners, one-on-one coaching to help learners transition to self-access environments, engaging learners in a ‘7-Day Challenge’ to introduce them to self-directed learning, provisions for languages other than English in self-access centres in Japan, and facilitator reflections on a ‘Maker Conversation’ project in a SALC. The range of topics highlights the increasingly diverse areas of research related to self-access learning.

Institutionalised autonomisation of language learning in a French language centre

Abstract The UFR Lansad (Language centre teaching languages to specialists of other disciplines) was created in 2014 at the University of Lorraine. The process leading to its creation was led by a small number of teachers and researchers, from the pre-existing teams of the previous Lorraine universities (Molle et al. 2019). It is the result of didactic reflection and expertise, which convinced the University board to set up a structure dedicated to foreign language teaching. After several evolutions, the newly-created structure positioned itself as a policy maker in language teaching. Finally, the university board asked the UFR to set up a language training model that could be implemented throughout the institution. This training model involves blended-learning systems that emphasise the concepts of self-directed learning and autonomy and gives a central role to the EDOlang platform and the self-access centres since “part of the research and practice on learner autonomy is situated in self-access language learning settings” (Chateau and Tassinari 2021: 53). After a brief history of the creation of the UFR, the article focuses on this model, inspired by research carried out within the CRAPEL team (Guèly et al. 2021; Holec 2000). It also describes how the model is the result of the dissemination of innovative training courses implemented through action research over the last ten years (Chateau and Zumbihl 2010, 2012; Chateau and Bailly 2021). Furthermore, the paper explains how the institutional recognition of the training framework illustrates the need to promote a strong link between research and training.

Learner and Advisor Perceptions of Online Advising During a Pandemic

In this article, the authors describe two research studies conducted during the COVID-19 pandemic, exploring the perceptions of online advising from the perspective of learners and learning advisors working in a self-access centre at a university in Japan. Advising is a one-to-one reflective dialogue between a learner and a learning advisor with the purpose of promoting learner autonomy. Advising normally takes place in person, and this article explores user perceptions and whether advisors are able to create an autonomy-supportive climate in a synchronous online setting. Although participants in both studies acknowledged challenges, overall online advising was conducted effectively, with learning advisors anticipating the needs of learners and utilising online tools accordingly. Although initially nervous about attending online sessions, learners felt positive emotions during and after the online session and felt supported by learning advisors.

EAL Student Capability: Taking a Leap Through the Dragon’s Gate

This ethnographic study, set at a higher educational institution (HEI) in New Zealand, was inspired by the many English as an additional language (EAL)/international students at HEIs prior to the current pandemic situation in the world. The motivation was to understand the students better from a beyond the Language Self-Access Centre (LSAC) perspective and to see if their needs were met competently. Whereas students were using English in a new educational system and in an unfamiliar society, HEIs aim to internationalise in order to provide excellent education for them. The suggestion here is that a transformation through mutual adjustments would benefit both students and institutions. Reflection on measures for both sides to adopt in adjusting to each other is included.

Information System Self Acces Center (SAC) Language Center Muhammadiyah University Bengkulu

Self Access Center (SAC) is an independent learning tool to access various knowledge outside the acquisition of material in the central classroom to access various knowledge independently without teacher guidance. Self Access Center Language Center University of Muhammadiyah Bengkulu (UMB) is one of the training and test institutions in Bengkulu, Self Access Center data processing requires a lot of accuracy so that there are no errors in data processing. The Self Access Center (SAC) of the University of Muhammadiyah Bengkulu said that there was no information system for processing the Self Access Center (SAC) data, all the TOEFL Self Access Center (SAC) test registration processes were still carried out manually. This study examines how to design a Self Access Center Information system for the Language Center of the University of Muhammadiyah Bengkulu. The purpose of this study was to design a Self Access Center Information system for the Language Center of the University of Muhammadiyah Bengkulu. The development model used is the Rapid Application Development (RAD) method. PHP programming language and MySQL database have been well designed so that they can be implemented. The results of this study are the new system replaces the old system by overcoming the weaknesses in the manual system (the old one), then the system provides convenience for UMB Self access center administrative officers in accessing stock and making reports, thus making the work of UMB Self access center administrative officers be effective and efficient.

Using design thinking process to design an electronic Kardex: a case study from a self-access center

A self-access center is a space that allows the development of a self-learning process and in which English and French language courses are taught in different modalities such as: face-to-face, autonomous, or virtual. This work describes the application of the design thinking process to produce and evaluate the design of an electronic (online) kardex that helps to facilitate the management of all the activities and keep track of students’ progress in a self-access center.

Groningen 2021

Last year, on August 18th, the Research Network on Learner Autonomy (ReNLA) symposium entitled “Autonomy in the time of complexity in a changing world” took place as part of the online AILA Congress 2021. The symposium was divided into morning and afternoon sessions (Central European Summer time), and for each session we had featured speakers whose trajectories, expertise, and knowledge in the field set the mood for the rest of the sessions. The morning featured speaker was Phil Benson (Macquarie University, Australia), who discussed space as a factor in the complexity of language learner agency and identity. The afternoon featured speaker was Jo Mynard (Kanda University of International Studies, Japan), who presented results of various research projects into language learners’ perceptions and use of a self-access centre in Japan.

Utilizing Advising Strategies with Grounded Theory to Support an Advisee’s Learning Goals

This reflection-in-practice details a 30-minute advising session online with a fourth-year male student at a self-access center at Saitama University, a national/public university in Japan. The advisor (the author) was not the advisee’s instructor and genuinely attempted to be an equal conversation partner to boost trust and credibility. This qualitative framework was primarily inductive, and 12 advising strategies checklist and the use of silence in Kato and Mynard (2016) were utilized. After analyzing between patterns and themes in an inductive process, three advising strategies emerged in the post-session analysis using grounded theory (Corbin & Strauss, 2015; Creswell, 2014; Merriam & Tisdell, 2016) that were summarizing, metaphor, and asking powerful questions (Kato & Mynard, 2016). The advisee pinpointed his English self-study constraints, then planned to select English videos with English and Japanese captions as support to reach his English proficiency goals. After analyzing the rich content, I learned more about how my advising shortcomings turned into a strength by reflecting on the emergent data over time. Moving forward, I am conducting more advisee sessions to inductively reveal how advisees intensify their learner autonomy for their own study purposes.

Self-Access Centre in Teaching Reading and Vocabulary to EFL Learners

This research is aimed to improve students’ reading skill and vocabulary mastery through self-access centre at tenth grade students of SMAN 5 Kota Serang. This research was conducted for three months. This study tries to answer the main questions (1) how is students’ learning process of reading and vocabulary through self-access centre? (2) how is students’ learning achievement of reading and vocabulary through self-access centre? The method used in this research was a classroom action research. The action research was conducted in two cycles. Each cycle was consisted of four steps; planning, implementing, observing, and reflecting. The data were collected through qualitative and quantitative techniques. The qualitative data were collected by analysing the observation. The quantitative data were obtained from the students score in pre-test and post-test. The study showed that there was improvement on students’ reading comprehension and vocabulary mastery. The mean scores are 53.64 for reading pre-test and 64.92 for vocabulary pre-test. The results of post-test in cycle I show 65.12 for reading post-test and 72.96 for vocabulary. In cycle II, students get 70.88 for reading post-test and 76.36 for vocabulary post-test. The result specifies that self-access centre is successful in improving students reading comprehension and vocabulary mastery.

ENGLISH GRAMMAR AWARENESS FACILITATES L2 LEARNERS’ WRITING

“Words—so innocent and powerless as they are, as standing in a dictionary, how potent for good and evil they become in the hands of one who knows how to combine them”, Nathaniel Hawthorne (1804-1864). It is true that from just words can become a phrase then a sentence but what we may need to realize is how hard and challenging it is to make the sentence right. To face the real world, writing is the most challenging skill to teach for language teachers mainly because students take time to grasp and digest the knowledge of writing skill. To make matters worse, writing test is also the most popular means of test for placement in entering schools and universities. Due to this reason, L2 learners crave to write clearly and accurately in English. Undeniably, how a person writes with acceptable choice of words and correct grammar represents the L2 learner’s competency in English Language. This study is done to explore the importance of having English grammar awareness to facilitate L2 learners in their writing activities. The study thus aims to determine how grammar awareness amongst the L2 and other support systems such as English classes & facilities help facilitating L2 writing. 84 undergraduate students answered the questionnaire. The quantitative data have been analysed at the end of the research. Some of the findings are 75% of the respondents indicated that they were still unsure on the use of proper grammar in writing despite 94% of the respondents agreed and strongly agreed that they understood when the instructor/teacher taught them English Grammar. The mix-up results in the findings have shown some drawbacks in the teaching and learning practices. Moreover, only 63% of the participants answered agree and strongly agree that their learning institution has an English classroom that is conducive for learning (self-access centre), which can be considered as not satisfactory since English Language is the second language in Malaysia. It is hoped that the government of Malaysia could provide complete conducive learning centre for schools and universities. 
 
 <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0758/a.php" alt="Hit counter" /></p>

Accessing the Creative Self: Encouraging Innovative L2 Expression Within a Japanese Business University Self-Access Center

Examining how creativity functions in regards to Japanese students’ English acquisition is a growing field of research. This descriptive practice article outlines the integration of a pioneering framework for creative expression within the Self-Access Center (SAC) of a private Japanese business university. The author provides an argument for the practical application of scaffolded, theory-based learning activities that promote creative development, increase learner engagement, and develop higher-order thinking skills. Example creative writing, reading, speaking, and listening activities are discussed.

Group Dynamics and Resilience in the Process of L2 Socialization: A Longitudinal Case Study of Japanese University Students Visiting an English Lounge

This paper documents the socialization process of beginner-level Japanese university students into an on-campus English lounge over a year. Although initially feeling highly stressed, ten out of 37 students successfully continued their bi-weekly visits to the English lounge over a full academic year by going there as a small group of three to four students. Although the visits were originally encouraged as part of their elective homework, two of them made frequent visits to the lounge beyond the homework requirement. The reflective journals which these ten students wrote after each visit provided an emic view of their socialization processes into the English lounge. The author conducted an inductive thematic analysis of these data. Among multiple findings, the most salient was that aspects of group dynamics served to increase their resilience, or their capacity to adapt under adversity, during their socialization processes. These findings may provide insights for those language instructors and self-access language learning center staff who are in the position to facilitate students to learn in such a second language (L2) use environment, as well as learners themselves who are struggling in such a learning environment.

Technology in formal and informal learning environments: Student perspectives

The aim of this study is to assess whether the ease with which L2 learners/users can engage with their target languages beyond the classroom influences their perceptions of formal environments. In the last two decades, the rapid development and spread of new technologies has transformed foreign language acquisition, facilitating learning through leisure and informal language contact. At the same time, the new media are altering instructional contexts. Having always played a defining role in self-access centres (SACs), their ubiquity may now threaten this setting’s raison d’être; and while they can certainly add new dimensions to formal teaching, they are not necessarily welcomed by all stakeholders alike. These potential conflicts triggered our interest in researching students’ use of and perspectives on the affordances of technology for language learning in both formal as well as informal environments. Drawing on questionnaires, interviews and the results of the annual SAC monitoring, we will present data from three interlinked settings. Results indicate that despite the abundance of technology-based language learning opportunities, students still believe they benefit profoundly from the expertise and feedback of teachers and SAC advisors. We will conclude by pointing out potential reciprocal influences between the individual settings of a learning environment, and advise how teachers could help students become better-informed consumers of technology-mediated learning opportunities.

Improving Self Independence and Adjustment-based Students' Language Competence through Self Access Center

Self-Access Centre (SAC) originating from self-access language learning is expected to be an explorative learning that can make students content with learning language about new literacies and it is also easy for them to understand. In terms of independence concept, SAC is equipped by the facilities that support learning process consisting of applications and equipment. In related to the samples, the fourth-grade students are more interested to explore the learning process by using visual media and facilities that are packaged to attract their attention. The application of SAC facilities becomes a source of current information and an embodiment of technological integration with literacy that is easy for students to understand. The observation of such application is conducted every day in six months and the interview session is done in certain times when the students are free. This study uses qualitative methods aimed at knowing and understanding occurring phenomena, the learning process, or the views and input of the research subjects involved. The data collection is considered to be finished. On the research evidence evaluation stage, the NUD*IST software is implemented to search for emerging and developing themes and the evidences are collected based on these themes. Three categories, namely the construction of knowledge, language learning and the theories of listening and reading become more evident. In terms of knowledge construction, the sub-category of clarification, association and development is determined. The category of reading contains process and product. Its sub-category is problem solving. The third category, the independent learning through SAC contains the sub-category of simplifying the learning style and independence. Based on the categories above, the theory of knowledge construction, learning & problem solving, and learning through SAC is related to the students' experiences. The fourth category, integration of subjects, is intended to be an evidence containing reading skill. The fifth category, students' independence, is also influenced intentionally by the SAC program.

A Self-Access Center’s Response to COVID-19: Maintaining Stability, Connectivity, Well-being, and Development During a Time of Great Change

In 2020, the COVID-19 pandemic created disruption in many of the institutions we regularly rely on, including universities. While disruption may often bring with it a myriad of possible pitfalls, it affords potential opportunities for change and development by reflecting on and modifying practices. In this article, a group of learning advisors and administrators from a self-access center at an international university in Japan reflect on the ruptures we experienced as a result of changes due to unexpectedly working remotely and our attempts to find stability, the pitfalls we sought to avoid, and the opportunities that we found amidst the disruption. Specifically, we illustrate our experiences related to student-led learning communities, self-access curricula, and learning advising, considering the effect on students and advisors alike. We advocate that self-access practitioners actively promote the use of language, encourage the development of communities of learners who focus on their interests, offer full online services even when the center is open, and use the same effective practices whether supporting learners online or offline. Our intention is that this article will help others to support stability, connectivity, and positive development in their own contexts.