Self-access Learning Center Research Articles

Fostering English Use in a SALC through a Discussion-Based Classroom Intervention

Self-access learning centres (SALCs) are spaces in which learners are provided with access to resources that can assist them in achieving their goals. Within the SALC at Kanda University of International Studies, there is a wide range of resources available to students. However, a prior in-house study (Yarwood, Lorentzen, Wallingford, & Wongsarnpigoon, 2019) indicated that the resources were not being fully utilised by the students. The aim of our intervention study was to explore how targeted discussion topics could be used in classroom settings to assist non-English major students in feeling supported in their autonomous use of English within the SALC context. Data were collected in the form of a post-intervention survey, and focus group interviews. The data were then analysed using Basic Psychological Needs Theory (BPNT), a sub-theory within Self-Determination Theory (Ryan & Deci, 1987). Our findings suggest that the intervention fostered feelings of competence in both students’ English abilities, and their ability for self-reflection. Feelings of competence combined with support from peers motivated a portion of students to increase their use of English within the SALC. While many students felt that the intervention had helped them to increase their use of English in the SALC, the majority of students were uncertain about the effectiveness of the intervention. We will present several possible reasons for these findings.

Adapting a Checklist of Materials Evaluation for a Self-access Learning Center in Japan

Materials evaluation calls for a systematic and principled approach. In reality, however, materials evaluation in language-learning self-access centers (SACs) is significantly lacking in good models. This paper reports on a project undertaken by SAC facilitators in Japan to investigate whether/how a pre-evaluation checklist developed a decade ago at a SAC in New Zealand (c.f. Reinders & Lewis, 2006) could be adapted to their target context. A mixed methods approach was employed where data was obtained via a Likert-scale questionnaire and follow-up interviews. The survey was adapted from Reinders and Lewis and enrolled 103 Japanese university students. The interviews were conducted to eight randomly selected survey respondents. Results show that the modeled checklist can be used as a basis with modifications allowing for contextual differences. The results suggest that Japanese learners of English value visually stimulating materials and require more guided support for them to effectively use materials beyond the classroom. The article provides an adapted checklist designed for Japanese learners of English as well as suggestions for future research.

The Adaptation of a Linguistic Risk-Taking Passport Initiative: A Summary of a Research Project in Progress

This article outlines the rationale, background and preliminary findings of an ongoing linguistic risk-taking passport initiative at Kanda University of International Studies (KUIS) in Japan. The aim of the initiative is to encourage students to take various risks to build their confidence during their language learning journeys and help them to effectively utilise extra opportunities available for second language learning both inside and outside of the language classroom. The level, nature and frequency of linguistic risks taken, as well as students’ anxiety and confidence levels, willingness to communicate and their strategies for managing emotions are currently under investigation. Initial findings of the initiative indicated that many students felt comfortable and confident using English and taking risks, enjoyed the risk-taking process, and were able to discover new opportunities for practicing English, particularly those available in KUIS’s Self-Access Learning Center.

As If … A Game Theory Perspective on Self-Access Learning

The applicability of game theory (Osborne, 2004) to the design and management of learning activities within a self-access learning center is discussed in relation to encouraging unmotivated students to engage more with autonomous study. Through discussion of some basic principles of game theory and how they might apply to self-access learning, a theoretical example is used to demonstrate how the costs and rewards of activities can be balanced using game theory in such a way as to encourage students to complete activities in order to foster autonomy and motivation. Further examples from game theory are provided to show how it can explain some of the counterintuitive results often seen in self-access learning at Japanese universities. Possible future quantification metrics are briefly discussed in relation to the human-capital and social-capital costs and payoffs involved in student use of self-access learning centers. A game theory perspective on self-access learning may offer the potential benefit of providing a quantitative model that might allow the application of artificial intelligence and a complex dynamic systems approach to student usage data.

PERAN DAN FUNGSI SELF-ACCESS LEARNING CENTER DI UNY

(Title: Role and Function of Self-Access Learning Center in UNY). This study aims to develop self-access reading materials for learning English independently. This research was conducted with the Research and Development model by following the steps: needs assessment, design and development, evaluation and revision, and a try out field. Data collected through questionnaires. There are three questionnaires used, namely for needs assessment, for expert judgment, and for field trials. Sample for needs assessment was taken by proportional quota sampling representing all faculties at UNY, while samples for the trial were taken purposively. The collected data was analyzed descriptively quantitatively. The results of the study showed that SAC UNY had not been widely known by students. Even after the introduction of online tutorials since 2015, the SAC is no longer visited by students. Thus the teaching materials developed should also be in the form of online. SAC socialization was also deemed necessary so that students were more familiar with the existence, function, and role of SAC in developing the English language skills of UNY students.Keyword: SAC, teaching materials, language skills, English

Exploring Basic Psychological Needs in a Language Learning Center. Part 2: The Autonomy-Supportive Nature and Limitations of a SALC

Basic Psychological Needs Theory (BPNT) is one of several mini theories within Self-Determination Theory, a framework developed by Deci and Ryan’s (1985) to study human motivation. As part of a larger, on-going project, the three main components of BPNT, autonomy, relatedness and competence, are used as points of evaluation to determine the autonomy-supportiveness of a Japanese self-access learning center (SALC). Based on the analysis of 107 interviews, we will highlight how the SALC is structured to be an autonomy-supportive environment. Additionally, we will provide insight into the importance of relatedness to the learners of our SALC and explore the contractions between their desire to communicate in English and their reluctance to actualize their desires. Based on these findings, future interventions will be discussed to outline actions the SALC can take in order to further develop the autonomy-supportive nature of the self-access environment.

A Case Study of Learner Identity and Motivation in a Social Learning Space

This case study represents one element within a larger ethnographic investigation into learner behaviors and identity within the English Lounge, a social learning space in the Self-Access Learning Center (SALC) at Kanda University of International Studies (Burke et al., 2018). Within this larger project, I interviewed Ryunosuke (pseudonym) twice as part of 30 semi-structured interviews conducted over a roughly one year period with 15 frequent users of the English Lounge. Stemming from an initial observation study of student behaviors in the English Lounge area, we were able to categorize regular users of the space into two distinct groups. The first was a core group of users who spent time at the English Lounge on a daily basis and appeared to be comfortable and ‘at home’ in the space. We also identified an active group of frequent users who would attend the Lounge just once or twice a week. We designated Ryunosuke as a member of the latter ‘frequent user’ group.

What Learning Advisors Bring to Speaking Practice Centers

Speaking practice centers are spaces where students can practice conversation in the L2 one-on-one with a language educator. While in some self-access learning centers (SALCs) the conversations in these spaces are facilitated by language teachers, at my SALC in Japan, this role is performed by trained learning advisors (LAs). This paper will discuss the speaking practice service at my SALC and, in particular, the unique perspectives and skills that LAs bring to this pedagogical practice. I employ Mynard’s (2012) dialogue, tools and context model of advising in language learning to frame the discussion.

Exploring Basic Psychological Needs in a Language Learning Center. Part 1: Conducting Student Interviews

In this paper, the authors outline the initial stages of a research project designed to investigate the extent to which the Self-Access Learning Center (The SALC) at Kanda University of International Studies (KUIS) provides an autonomy-supportive environment conducive for effective language development. After giving a brief account of the context, the literature, and previous research, the authors discuss the aims of the project, provide a description of the research methods for the first portion of the research, and share some preliminary results. One of the unique features of this stage of the research project was that it involved a large number of co-researchers all of whom were active participants in the SALC at the time of the data collection. This paper gives details of the process of creating structured interview questions which were used to conduct over 100 interviews with regular SALC users. Limitations and next steps in the project are also provided.

Disseminating a Learner Voice through Collaborative Reflection

This paper reports on a series of collaborative work on weaving and disseminating a personal narrative presented at the annual conference of the Japan Association for Self-Access Learning (JASAL) in 2017. The authors of this paper, Ota and Yamamoto, have engaged in advising dialogue in the self-access learning center in their institution since 2016. After completing one year of study abroad in the United States, Ota was passionately sharing her experience with her advisor, Yamamoto, in advising sessions. Her willingness to share her voice encouraged them to showcase her journey in overcoming hardships during study abroad at JASAL 2017. Drawing on Ota’s study abroad experience, they discussed emerging themes in her written work throughout the continuous advising dialogues. Simultaneously, taking a reflexive approach, they actively shared their views and background as a crucial dimension of co-constructing Ota’s personal narrative. Reflecting on their collaborative work, the authors illuminate the active roles of self-access learning centers and the educators in empowering learners to disseminate their voice as a form of activating their agency.

Introduction: Papers from JASAL 2017

Welcome to the Special Issue on JASAL 2017 which was an event organized by the Japan Association for Self-Access Learning (JASAL). JASAL 2017 was held at the self-access learning center (SALC) at Kanda University of International Studies in Chiba, Japan on December 15, 2017. The theme of JASAL 2017 was “Enriching Self-Access Environments”. At the conference, both the presenters and participants explored how they are being creative in enriching their self-access environments with the resources they have. This special issue contains contributions from teachers, advisors and students from universities within Japan, as well as from educators based at a university in Mexico who joined the conference. Some authors explore work in new SACs, some look at more established SACs, and some examine independent learning which takes place outside of SACs, both in and out of classrooms. All of the writers give insight in how to create rich and stimulating environments for learners to grow and develop in. As you will notice, we have included papers written in Japanese as well as English in this issue. One of our initiatives as a Japan-based association is to draw more Japanese educators and administrators into JASAL. We are pleased to publish these papers in Japanese.

Student Perceptions of the English Lounge after a Layout Change

This research aims to understand how students use English at the Self Access Learning Center (SALC) at Kanda University of International Studies (KUIS). Specifically, the research is focused on the second floor of the SALC which is intended to be an English only space. The new SALC opened in April 2017, but some layout changes were made in September (the start of the second semester) in response to student feedback indicating that the English Lounge was intimidating and difficult to access. The present research investigates whether students use the English Lounge differently since the layout change and their views on how the SALC can further be improved.

Adopting and Adapting to New Language Policies in a Self-Access Centre in Japan

This paper reports on challenges that the new Self-Access Learning Center (SALC) has faced since it moved in to a new building in 2017, and actions taken by learning advisors as SALC managers. Before moving to the new two-storey building, language policies were decided by SALC managers in collaboration with university staff, students, teachers, and administrators. The first floor is a multilingual space and the second floor is an English-only space. However, since we opened the new SALC, although the number of students has increased, it seems that they do not interact with others using their target languages in the space. Thus, by analysing a survey conducted by the SALC team, and also drawing on casual observations, and discussions, learning advisors as SALC managers took actions such as changing the furniture layout, making language policies clearer, and raising awareness of language use in order for learners to increase their engagement in language learning, especially in relation to language policies in the SALC.

Resource Coordination in the Self-Access Learning Center at Kanda University of International Studies for the 2017-2018 Academic Year: Activity, Concept, and Expanding Definitions

In the 2017-2018 academic year, the Self-Access Learning Center, Kanda University of International Studies moved into a new purpose-built building. This new building has afforded many opportunities to rethink the place of resources in the center, as well as what constitutes resources and how we can facilitate their use. The move has also presented numerous challenges to which advising team and other support staff have had to react rapidly. This report reflects on the tasks and approaches of the two resource coordinators and resource teams for the 2017-2018 academic year. It additionally provides further commentary on our expanding definitions of resources, as well as how they are being approached by resource teams and others, both within the limits of resource coordination and without, and in addition to future directions.

In-Between the Process and Outcome in Advising in Language Learning: Reflecting on my Very First Advising Session

This paper contains the reflections of a novice advisor who had the opportunity to attend a thoroughly comprehensive four phase-training program, the first of which had the purpose of teaching the basics of advising (philosophy, strategies, knowledge, etc.) with hands-on practice. As for the practice, the trainees were assigned to have a practice session with a student near the end of the first phase at the Self-Access Learning Center (‘The SALC’) at Kanda University of International Studies (KUIS) in Japan, where the training itself took place.

Reflecting on My First Solo Advising Session as a Learning Advisor Trainee

This reflective advising session occurred near the end of the first course of a comprehensive four-course training program that aimed to teach the participants how to be Learning Advisors. The advising session was conducted at the self-access learning center (‘The SALC) at Kanda University of International Studies (KUIS) in Japan. Participants in the week long, hands-on training course had taken a variety of workshops and had done a variety of activities, principally a series of scaffolded, highly controlled ‘advising’ sessions that progressively took them from trainer-led group advising to finally holding their own unsupervised, one-on-one advising session with a single student.

“Still Sounds Quite a Lot to Me, But Try it And See”. Reflecting on my Non-Directive Advising Stance

This reflective observation takes place at the self-access learning center (‘The SALC’) at Kanda University of International Studies (KUIS) in Japan. The environment is supportive and there is a one-to-one professional advising service and also courses and modules on self-directed learning that students can take for credit.

“Metamorphosis”: In the Advising Sense

This one-to-one advising session takes place at the Self-Access Learning Center (the SALC) at Kanda University of International Studies (KUIS) in Japan, as part of our one-week intensive Course 1 Getting Started Learning Advisor Training Program as visiting English language instructors from Ankara Yıldırım Beyazıt University School of Foreign Languages in Turkey.

Observing a Social Learning Space: A Summary of an Ethnographic Project in Progress

This paper is a brief summary of an ethnographic research project currently in progress. Although the authors plan to present multiple papers based on the research, this paper has been written with the purpose of documenting progress so far. The main aims are to keep colleagues informed and to ensure that all of the steps are recorded to aid future dissemination of the findings. The authors summarize a project which started in June 2017 and will continue for several years observing student behaviors occurring in one social learning space in the Self-Access Learning Center (SALC) at Kanda University of International Studies (KUIS).

Conceptualizing Leadership Development in the KUIS SALC

On the campus of Kanda University of International Studies (KUIS) in Chiba, Japan, a proposal was presented for the leadership development of KUIS students in the KUIS Self-Access Learning Center (SALC) (Knight, 2017). Following Scollon (2001) and his mediated discourse analysis (MDA)-based nexus of practice concept, this paper explores how and why multiple storylines and histories intersect so that ‘leadership development’ is conceptualized as consulting programs in the SALC. The paper shows that Knight’s (2013) conceptualization of leadership as involving communication for creating and achieving visions is the basis for the proposed consulting programs and concludes by asking how leadership and learner autonomy should be conceptualized in a self-access learning center.