Self-access Learning Center Research Articles

The Need for Establishing an English Self-Access Center at Osaka University: Practical Suggestions and Overall Guidelines

As part of a PhD project, an in-depth needs analysis was carried out to assess the English language needs and difficulties of undergraduate Japanese EFL learners at Osaka University. The results were primarily intended to guide the design and development of an online English for General Academic Purposes (EGAP) course. The findings further revealed a pressing need for launching and maintaining self-access language learning facilities which could provide learners with independent and semi-guided learning opportunities addressing their needs and interests. In this paper, the importance of establishing a self-access language learning center at Osaka University will be proposed with the goal of fostering learner autonomy. In fulfilling this objective, practical suggestions and overall guidelines will be outlined based on a number of language learning center observations in Japan. It is hoped that this writing will serve as a stimulus to strengthen the status of English language teaching at Osaka University.

Promoting Learner Autonomy and Self-Directed Learning: The Evolution of a SALC Curriculum

If key aims of a SALC are to support learners and promote language learner autonomy, then the curriculum is an important tool in order to ensure that this is being systematically addressed. After explaining the context of the Self-Access Learning Center (SALC) at Kanda University of International Studies in Japan, the authors will briefly describe the self-directed learning curriculum, its evolution, and approaches to its evaluation. The development, implementation, and evaluation of a SALC curriculum is not straightforward as there may be political, financial, and technical challenges. However, with planning, persistence, and a gradual approach, a SALC curriculum can eventually become an integral part of a university program. Although the journey of this particular SALC is far from complete, charting its development so far could provide encouragement for SALC managers elsewhere, whose SALC curriculum may be at different stages of development.

Self-Access Centre and Autonomous Learning Management: Where Are We Now and Where Are We Going?

As mentioned in the foreword to this journal special issue, in 2016, the editors helped organise the 7th Independent Learning Association Conference which was held in Wuhan in November, with lectures from keynotes and other global experts in the field. The main conference title was “Autonomy Within and Beyond the Classroom” and the editors also facilitated a symposium within the conference, “Management of Self-Access Learning Centres (SACs) and Autonomy”. This involved presentations from well-respected SAC managers and researchers from around the world. These authorities had gathered to discuss the past, present and future for SACs. The following article introduces and contextualises presentations given at the symposium and the conference by invited speakers and keynotes. Each of these presenters was offered the opportunity of writing a paper, and those that accepted are included in this issue of SiSAL Journal.

Interview with Jianying Du, Kerstin Dofs and Moira Hobbs on Friday, November 4th, 2016, Huazhong University of Science and Technology (HUST)

Before the successful convening of the 7th International Conference of the Independent Learning Association (ILA) 2016 at HUST, Associate Professor Du in our School of Foreign Languages of HUST interviewed Kerstin Dofs and Moira Hobbs on November the 4th in the Figaro cafeteria on campus to gain further insight into independent learning. Both Kerstin and Moira come from New Zealand, where Kerstin is currently the Manager of the Language Self Access Centre (LSAC) at Ara Institute of Canterbury in Christchurch and Moira is the Manager of the Language (Self-Access) Learning Centre at Unitec Institute of Technology in Auckland. They are co-convenors assisting Jianying with arrangements for the ILA Conference at HUST.

A CEFR-J Based Speaking Program for a Self-Access Learning Center

The following paper is a summary of a work in progress at a Self-Access Learning Center (SALC) called the Speaking Program, including the design process carried out to create it, and how the material is used and revised. Additionally, the paper provides some initial data on how the Speaking Program may have impacted the center’s overall user numbers, number of repeat users, and the number of requests for each type of service offered in the consultation service. The data collected has implications regarding how interactional spaces that provide access to learning advisors and teachers can be efficiently used and how they might be better served by using more structured activities in certain educational contexts such as a technical university.

Pursuing Autonomy through Dialogue

In the Self-Access Learning Center (SALC) at a university in Japan, language learners create and implement individual learning plans. Strategies to facilitate reflective dialogue are used by learning advisors to encourage these learners to pursue their language goals and become increasingly less reliant on direction from their teachers. In this paper, a definition for autonomy is given, and the teaching setting is introduced, giving an overview of the SALC and outlining the ways learners use it, drawing on examples of learners at different stages on their journey to autonomy. After looking at theory and practical applications, this paper demonstrates that guiding learners through dialogue is an appropriate way to challenge meanings and raise consciousness, and move learners towards managing their own language learning.DOI: https://doi.org/10.24071/llt.2016.190203

Looking Backwards and Forwards: Evaluating a 15-Year-Old SALC for Continued Growth

This reflective article gives an overview of how a self-access learning centre (SALC) in Japan approaches its ongoing evaluation. The author shares some retrospective evaluation approaches and also provides a description of a micro-evaluation as an example. The article concludes with some thoughts about two alternative approaches, one future-looking and one predictive, that might help a SAC to move into new directions.

Engendering Autonomy and Motivation through Learner Reflection Tasks

After receiving the Japanese Ministry of Education’s Best Practice award in 2003, the Self-Access Learning Centre (SALC) at Kanda University of international Studies (KUIS) has continued in its goal of creating materials and resources which aim to engage the learners whilst promoting learner autonomy. The development team has promoted its materials design and philosophy at a number of national and international conferences and in a variety of SLA publications (Kershaw et al., 2010). The team, made up of teachers from the university’s English Language Institute (ELI) are tasked with creating a range of new resources to: a) provide scaffolding/learner training to help learners on the road towards autonomy b) help learners access/use the authentic materials on offer in the SALC c) help learners plan and implement learning pathways d) support the ‘taught’ curriculum of the ELI Following student feedback on using songs and music in the SALC at KUIS, song worksheets were designed, created and successfully added to the materials available to students for self-access study. This article describes the rationale and process of implementing the worksheets in the centre.

Evaluating a Self-Access Centre’s Effectiveness and Efficiency: A Case Study and Reflection

This article discusses changes that occurred after a case study that examined the effectiveness and efficiency of a Self-access Centre (SAC) within a university in Hong Kong using Morrison’s (2003) Evaluation of Self-access Language Learning Centre framework. The case study addressed issues from a stakeholder’s perspective by collecting data from learners through an online questionnaire and conducting 15 semi-structured interviews, an advisers’ focus group and management interviews and reports. The outcome of the study showed that a wider perspective for senior managers and insights for evaluation of the support services is vital to making key decisions in context. Upon reflection of the findings with the new SAC manager, more acute decision-making and continuous improvement is needed to enhance effectiveness and efficiency of the running of the SAC. To achieve this, regular feedback from various stakeholders, also re-structuring human and non-human support systems is vital.

Raising Awareness: Learning Advising as an In-Class Activity

Learning advising can play an important role in scaffolding the development of learner autonomy. While a classroom teacher might give advice to students about what and how to study, a learning advisor aims to help students to identify specific needs and create action plans to meet their goals. The teachers and the learning advisors can work hand-in-hand to encourage students to take responsibility for their own learning. For this project, a communicative English course at a Japanese university was modified to include in-class advising sessions. Despite having no English majors, there is a well-curated but underutilized Self Access Learning Center (SALC) that includes three learning advisors. Students are required to learn English but often have limited awareness of the language learning process. The project was designed to increase learner awareness toward their individual learning goals, inform the teacher of students’ goals, and increase student engagement with the SALC. This paper discusses the details of the course in the specific setting, as well as reactions from students, teachers, and learning advisors. The article also gives options for teachers who hope to encourage learner autonomy but may not have access to learning advisors in their institution.

Balancing Competing Needs among Stakeholders: Lessons from the Self-access Language Learning Centre (SALL) of the Chinese University of Hong Kong (Shenzhen)

The Chinese University of Hong Kong (Shenzhen), referred to as ‘University’ or ‘CUHK(SZ)’ hereafter, is a newly established private university located in the Longgong District of Shenzhen, which is a special economic zone in the southern part of China. Its first batch of about 300 undergraduate freshmen, all majoring in Business Administration, commenced studies in September 2014. The Self-access Language Learning Centre (‘SALL’ or ‘the Centre’ hereafter), as a unit under the School of Humanities and Social Sciences (SHSS[1]), was put into trial operation from 6th March to 4th June 2015 to explore students’ needs and preferences in self-access English language learning. The purpose of this progress summary is to delineate and analyze the trial operation. It is divided into two major sections. The first section is a brief description of the 3-month trial operation and evaluation whereas the second section details recommendations for the future development of the SALL and other self-access centres also needing to address conflicting needs among stakeholders.

Youth and the Disruption of Power: Student-Run Conversation Workshops in a Mexican Self-Access Centre

Within self-access learning there has been a gradual shift towards incorporating approaches to learning involving strong elements of peer interaction. In the USBI Xalapa self-access learning centre (SALC) that is part of the Universidad Veracruzana in Veracruz, Mexico, work placement students (WPS) have begun to run daily conversation workshops with students from the centre. By drawing on the works of Acuña González, Avila Pardo, & Holmes Lewendon (2015), Murray (2014), and Hughes, Krug, & Vye (2011) relating to peer-supported learning in self-access environments, a small research project was developed to understand the effectiveness of the student-run workshops. This involved conducting interviews with WPS and English students who attended the workshops. By comparing and contrasting the responses, a rich, heterogeneous set of data was uncovered which provides insight into peer-centred learning. The findings suggest the need incorporate peer-based learning to break down hierarchical relationships in which power divisions construct a traditionalist learning environment governed by fear of making errors. Also, the role of WPS needs to be reconsidered to allow them to take a more active role in the institution due to their positive relationships with learners. Beyond these aspects, it can be seen that a deeper understanding of the role of peer interaction in learning environments is essential in self-access centres.

Effective Training for SALC Student Staff: Principles Borne from Experience

Student staff can play a vital role in any Self-Access Learning Center (SALC) (Gardner & Miller, 1999; Cooker, 2010) and providing training for them is one of the key skills required of people managing SALCs (Gardner & Miller, 2013). This article charts the evolution over four years of a training program for student staff at the self-access language learning center at Osaka Institute of Technology in Japan. After detailing the institutional context of the center, we (the director and assistant manager of the center) discuss how, through a reflective process, the training program developed over this time period, moving from a group-based approach to a more individually-focused program. In the concluding section we draw on these experiences to put forward five principles that we believe will help others who are seeking to establish effective student staff training programs.

Self-Access Learning Centers and the Importance of Being Curious

Self-Access Learning Centers (SALCs) have become common at many universities in Japan. They provide a learning space to actively interact with a foreign language. These centers are self-access and thus promote autonomous learning, so one of the challenges they have to overcome is the difficulty of attracting students to voluntarily enter and participate in such a learning environment. This article reports findings from a study, which examined associations between items on a curiosity scale and students’ exploratory behavior to seek out and participate in activities at the SALC. Implications for foreign language education and suggestions for future research are discussed.

“I am a SALCer”: Influences of Identity on Fear of Making Mistakes in English Interactions

This preliminary study attempts to examine the potential factors that enable EFL learners working in an English-only self-access learning center (SALC) to overcome their fear of making mistakes when they communicate in English with their peers. Through the interviews with those student workers called “SALCers,” it was revealed that the degree of their Willingness to Communicate (WTC) (McCroskey & Baer, 1985) was quite high when they interact with other SALCers in the SALC. On the other hand, their WTC is low when they are instructed to communicate in English in their English classrooms. The findings seem to indicate that some of the distinctive characteristics of the SALC work environment free the learners from the fear of making mistakes in English. Moreover, an analysis of interviews conducted with the SALC student staff indicated they had strong identities as SALCers and a shared sense of community, which also seemed to enhance their WTC. In this paper, the prominent characteristics of both the SALC and the SALCers themselves which seem to enhance their willingness to communicate by reducing the anxiety of making mistakes will be delineated with examples.

Ongoing Development: Pathways and Challenges

Since 2011, the Learning Advisors (LAs) at the Self Access Learning Centre (SALC) at Kanda University of International Studies (KUIS) have been engaged in a curriculum evaluation and modification project. This project is still ongoing and we are continuing to make strides in providing an informed curriculum for students. This is the final column in the self-access case study on the SALC at KUIS, so it is fitting that we briefly review what we have learned from this process and discuss what has been accomplished since the beginning of the project. Following this a basic overview of the current status of the project for the curriculum is not static and there will always be possibilities for growth and potential challenges as the environment changes.

Evaluating Self-directed Learning Skills in SALC Modules

The previous four installments of this column have explicated the redesign process of the Self-Access Learning Centre (SALC) curriculum conducted at Kanda University of International University (KUIS) by the Learning Advisor (LA) team. The topics of each installment are: framework and environment analysis (Thornton, 2013); needs analysis (Takahashi et al., 2013); principles and evaluation of the existing curriculum (Lammons, 2013); and piloting and evaluating the redesigned curriculum (Watkins, Curry, & Mynard, 2014) in accordance with the flow of the curriculum process which has been adapted from the design model of Nation and Macalister (2010). Although the assessment process employed in the pilot was mentioned in the previous installment (Watkins et al., 2014), this column installment will discuss assessment for self-directed learning (SDL) in more detail, focusing on the issue of assessment in SDL in general, what kind of assessment process had been implemented at the SALC curriculum previously, and what kinds of changes have been made as part of the ongoing curriculum renewal project.

Considering Peer Support for Self-access Learning

This paper briefly examines if and how peer support can be implemented as an appropriate means to improve self-access learning. The potential for further alignment with the higher aims common among self-access learning centers will be examined. Opportunities for increasing interdependence, purpose, and level of challenge to foster student engagement will also be explored. Finally, future directions in self-access learning will be discussed.

Principles: Establishing the Foundation for a Self-Access Curriculum

This third installment of the regular column documenting the curriculum development project taking place at the Self-Access Learning Centre (SALC) at Kanda University of International Studies (KUIS), Japan, focuses on the third stage in Nation and Macalister’s framework, namely Principles. While the previous installment (Takahashi et al., 2013) focused on establishing a clear understanding of student needs, essentially the “what”, or the content of the curriculum, this stage focuses on establishing guiding principles for the “how”: the format, sequencing of content and assessment procedures to be developed. In this installment, Elizabeth Lammons explains the process of deciding these principles, and how they were then used to evaluate the existing curriculum. The results of this evaluation allow the learning advisors to have a clear understanding of the strengths and weaknesses of the current content and delivery model, which will prove invaluable in the re-development process, which will also be guided by these principles. A copy of the principles in full is available in the Appendix.

Davids Still Exist among Goliaths: A Story of Modest Self-Access Centre Establishment and Survival in Times of Economic Decline

In a university setting, self-access language learning centres (SALLC)s are generally created out of the need to support students and other members of the university and extra-mural community to explore and expand their language learning horizons. The nature of SALLCs depends on the needs of each institution and its community. They range from fully self-directed to semi-guided, from virtual online-self-access centres (OSAC)s to real centres, with traditional print, and more contemporary electronic and digital materials. While much of the research so far has dealt with different aspects of SALLCs, particularly of prominent ones, this article reports on the case of a small-scale SALLC, which was designed and developed, and which has operated, during difficult circumstances. This report describes how despite the administrative and financial constraints faced during the establishment of the host university and language centre, current theories and practices in SALLC were still taken into account. Also, despite these difficulties and the economic constraints being endured by the country as a whole, a number of strategies were implemented enabling the SALLC to be accessible to all students, with a view to promoting both autonomy and lifelong learning. The data used consisted of field notes collected during the period of operation as well as results from an evaluation of the use of different learning pathways on offer. Finally, the challenges still being faced as the SALLC enters a new period in its development are outlined.