A Review of the Self-Access Learning Center: Its Importance and Benefits

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HakuohJournalof

theFacultyofE（iucation 2009，3（2），247−261 Article

AReviewoftheS61毛A㏄essLeamingCenter：

ItsImportanceandBenefits

LorraineJ．Reinbold§

WhatisaSALC？IsitusefulPHowisitused7Howdoesitaf五ectteachers？Howdoes ithelpstu（lents？Thesequestionswillbeansweredinthispaper，Knowledgeofthe backgroundofleamerautonomywillenableabettermderstandingofit；therefore，a shorthistorywillbeprovided，五〇110wedbyadiscussiononhowaSALC，inadditionto classwork，canbebeneficialtoEnglishlanguageleamers．

11ntroducdon

Inrecentyears，therehasbeenasurgeofselfaccesscenters（SACs）around theworld，andamereclickoftheterm“self−accesscenter”onanIntemet searchprovidershowsamyriadofSACsateducationalinstitutions．These

SACscomeunderdifferentnamessuchasSelfaccessEnglishLeaming

Fac皿ty（SELF），SelfaccessLeαrningCenter（SALC），EnglishLanguage Self−AccessCenter（ELSAC），andothers；however，theyallrefertothe self・accessleamingcentersatwhichleamerspracticeandimprovethe圭r languageskills．Withagro輌nginterestinautonomousleamingandEnglish education，therehasbeenapro1逓erationofthesesehi−accesscenters．て臣is

widespreaddevelopmentofselfaccesscentersaroundtheworldcould

beduetopedagogicalnecessityofthisfacilityforstudentsatacademic inStitUtiOnS． Onana（iditionalnote，inthe2003actionplantitledR89α74づ％9云h8 §FacultyofEducation，HakuohUniversity

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LorraineJ．Reinbold Esオαゐ露sh“z8％孟の「α％ノ10ガo％PZα％云oC％」ガzノα云8E％gJづsh／4わ〃〃づ8s（2003）the MinistryofEducation，Culture，Sports，ScienceandTechnologystated asoneofitsgoalsthatallEnglishteachersshouldreachSTEPpre−first leve1，TOEFLscores550，TOEIC7300rgreater．Thisambitiousgoalis extremelychalleng圭ngformostJapanesestudents；however，onewayto addressthisproblemisthroughsupplementaryEnglishimmersionoutside oftheclassroom．ThisiswheretheSelf−AccessLeamingCenter（SALC）， aplacewherestudentscanworkaccordingtotheirinterestsan（1pace，can playaroletohelpstudentsimprovetheirEnglishlanguageskills．English

lessonsintheclassroominconjunctionwiththeSALCcanaccommodate

theuniquenessofleameruniqueness．Withadditionaltargetlanguage immersionattheSALC，studentscanimprovetheirEnglishlanglagesldlls． Theinclusionof廿1eSALCinauniversity’sEnglishprogramcanprovide addit呈onalexposuretotheEnglishlanguage．Toprovideanexample，at auniversityinTochigi，intheSportsEducationDepartmentandEarly Chi1（lhoodEducationDepartment，English，whichisarequiredsubject，is offeredonceaweekforaoneyearcoursewhichconsistsoftwosemesters， thus，makingatotalof28weeks．Oneclasshas25to30studentsan（iis90 minuteslong，Itisextremelychallengingtobecomecompetentspeakersof Englishwithmerely90minutesoflanguageinputperweekinlargeclasses、 EveninotherdepartmentswherestudentstakemultipleEnglishcourses perweek，theystillnee（1morelanguageinputtomakesign皿cantprogress withtheirEnglish，allthemore，becausetheyareinaJapaneseenvironment withverylimitedexposuretoEnglishoutsideofschool． Moreover，becausestudentshavetostudytopicsprovidedbytheteacher

orfromtextbookswhichmayormaynotbeofmuchinteresttothem，it

maybedif丘culttorecallwhatwastaughtthepreviousweek．Withlimited exposuretoEnglish，unlesstheyengageinsupplementaryactividesoutside

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AReviewoftheSelf−AccessLeamingCenter oftheclassroom，itisquitechallengingforthesestudentstobecome competentinEnglish．However，SALCsprovideextrainputinEnglish languageeducation．StudyingEnglishinaSALChelpstheleamerimprove inthetargetlanguage．

ThispapergivesabriefbackgroundonthedevelopmentoftheSALC，

explainswhatitisandhowitisuse（1，whattheadvantagesandareasof concernforteachersandstu（lentsare，andfinally，endswitha（liscussionon howtheSALCcanbebeneficialtoEnglishlanguage｝eamers．

2Background

SALCsarebasedontheconceptofleamerautonomy；therefore，itis

necessarytohaveageneralun（1erstan（1ingofthetheoryoflearner initiatedstudies．Duringthepast30years，therehasbeenashiftfrom teacher−centere（ltolearner−centerededucationwiththerecognitionof theindividualasthecentralfigureinthecomplexprocessoflanguage learning（Ellis，1985）．SUldentsacquireskillstolearnthetargetlanguage， notperse，thebo（1yofknowledgesuchasgrammarorsubjectwhichis beingtaught（Nunan，1988）．AccordingtoGardnerandMiller（1999）， autonomousleaming，whichoriginatedinthe1960s，canberoughly（1efined asthedevelopmentofindepen（1entlearningasalifelongski11．Itisabout thosewho“initiatetheplanningan（iimplementationoftheirownleaming program”（Gardner＆Miller，1966，p．vii）．Eventually，Holec，the“father” ofleamerautonomyexplaine（1that“Autonomyistheabilitytotakecharge ofone’sownleaming”（198！，p．3）．CotterallandRein（1ers（2001）addthat “Autonomouslanguageleamingisanactofleamingwherebymotivate〔1 1eamersconsciouslymakeinformeddecisionsaboutthatleaming”（p．87）． Independentleamingiswhenleamersmakedecisionstotakeresponsibility

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LorraineJ．Reinbold fortheirself−studyrequirements．Insimpleterms，1eamershaveandtake controlovertheirlearning．Studentscanselecttheenvironmenttostudy， andtheycanbedividedintotwocategories：oo％オ70πθ4and％％oo％ケoπθ4 （GardnerandMiller，1999）．Thefirstreferstoclassrooms，1ibraries，and self−accesscenterswithresourceswhichareorganizedwithsomeformof counselingavailable；and廿1ela枕erreferstopublicareassuchasanairport

ortheWorldWideWebinanEnglishspeakingenvironmentwherethe

ir面ormationisnotcontrolledbyteachers． Controlledoruncontrolled，inbothenvironments，theleamercanmake the（1ecisionregardingthecontentorleveltoselect．Thisapproachto languagelearningandwith血efocusonlearner’sneedsandlearnertaking responsibilityhasleadtothecreationofse猛accesscenters．Thesecenters

canbemadeonasmallscaleinaclassroomwithoutcomputersandwith

onlyworksheetsandbooks，oronalargescalewithacombinationofthe library，audiovisualroom，1anguagelaboratory，andcomputerroom．They canaccommodateleamersofvariouslevelsandwithdifferentneedsand interests．Studiesonthisself卜accessleamingcenterlwhichisexclusivelyfor languageleaming，showtheimportanceofitsintegrationintoalanguage program（Cooker＆Torpey，2004；Kwan，2009）．

3De￡nition

SALCsarelanguagelearningcenterstofacilitateselfinitiatedlanguage leamingbyusingdifferentmedia，includingaudio，video，DVD，computer resources，an（1differentmaterials．Fouser（2003，p．50）explains，“The

computerandtheIntemethavebeenthegreatlevelerinbringingthe

functionsofthelibrary，thelanguagelaboratory，thecomputerroom together，1eadingtotheemergenceofaunifiedgenreofleamingspace：

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AReviewoftheSe圭f−AccessLearningCenter ‘themultipurposeinformationaccesscenter，”’TheSALCisaplacewith resourcesrangingfromlowtechnologysuchasbooksandgradedreaders， tohightechnologywithcomputersandtheIntemetforlanguageleaming．

Itisaninformationaccesscenterandnotaplaceformainlyclassroom

teaching． TwomajorcomponentsofaSALCincludeself−studyleamingmaterialsfor languageskillsimprovementsuchasreading，writing，1istening，spea短ng， grammar，andpronunciation；andpreparationmaterialstoguidestudents tobecomemoreindependentleamersbyfin（lingstrategieswhichsuit them（Gardner＆Miller，1999）．AsdefinedbyCotterallandReinders （2001），SALCshaveanumberofresourcesthataccommodateleamersof dtfferentabilities，withdifferentinterestsandindivi（lualgoalsinthetarget 1Imguage．Theseresourcesconsistofnewspapers，magazines，usermImuals， 1eafletsandbrochures，videos，1ecturesandspeeches，songs，games，e−mail messages；andspeciallyproducedin−housematerialsforspecificlearning goalsthatalsomeettherequirementsofthespecificculture． AccordingtoMillerandRogerson−Reve11（1993），theself−accesssystems canbeclasst且edintofourgroups．

●Menudriven：Thissystemisspec迅callyforlanguageleamingand

requireslittleteachermanpower．Allmaterialsareclassifie（iand informationisstoredelectronicallyorincatalogues．Thestudent

needstoknowwhattypeofleamertheyareandneedstobe

trainedtousethissystem．

●Supermarket：Thissystemoffersleamersawiderangeof

resourcesandgivesthemawaytobrowsearoundand（ieci（1eon

whattostudy．Materialsforlistening，reading，phonology，games， etc．areusuallycolor−co（iedandlabeledaccordingtodifferent levelsrangingfromsimpleexercisestomoreadvance（1exercises．

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LorraineJ．Reinbo1（1 ●Con曾011ed−access：Learnersareusuallydirectedbytheirins廿uctors

toaspec迅csetofmaterialswhicharerelatedtowhatwascovered

inclass．

●Open−access：“This嚇）eofcenterhasawidearrayofresourcesand

isofteninthelibraryormaybeseparatedfromthemainlibrary

withnocounselorstohelpthestudent．Studentsmustbeawareof

theimeedsto・beabletoselectrelevantmaterials． Quiteoften，peopleconsiderSALCstobesimilartolanguagelaboratories； however，Chan，thefounderoftheSELFattheNationalUniversityof Singapore，explainsthatthe〔1ifferencebetweenaSALCan（11anguage laboratoryisthataSALCisaplacewherestudentsgoontheirowninitiative tochoosematerialsthatsuittheirlevelofdifficulty，whereas，alanguage labisverymuch・partofanestablishedlanguagecoursewithteacher supervision．AlanguagelabissometimesinsidetheSALC，butitwould comewithoutsupervision（Chan，personalcommunication，September11， 2009）． Inaself−accesscenter，insteadoftheteachercontrollingthematerial choiceforstudents，asinatra（iitionallanguagelab，studentschoose materialsthatareattheirlevelandofinteresttothem．Thereisawiderange oflevelsforthemtoworkwith，andtheytrytoprogresstoahigherleve1 狙ercompletingoneleve1．Thesystemisbasedonaconceptsimilartothat oftheSRAReadingLaboratorieswithwhichstudentsleamin（1ependently andadvanceattheirownpace．Manyofthesematerialscomewithanswer cardswithwhichstudentscanchecktheirwork．Teachersoftenconduct regularconferenceswiththestudents，discussingproblemsorquestions thattheymayhave．

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AReviewoftheSelf−AccessLeamingCenter

4Advantages

4．1Lθα7％θ鱈 First，awell−organizedandsystematicSALCsupportslanguageleaming， throughextraexposuretoauthenticmaterialsinthetargetlanguage，since stu（lentswillhaveawidevarietyofresourcesfromwhichtoselect．Theycan beexposedtoreallanguageforcommunication，tovarioustypesofEnglish suchasforma1，colloquial，an（1spontaneouslanguage．Inparticular，aSALC canofferanEnglishlanguageenvironmentwherestudentscaninteractwith authenticmaterials． Second，whentimeavailableforleamingorteachingislimite（1，SALC complementsclassroomteaching（Gardner＆Miller，1999）．WithaSALC， studentscanimmersethemselvesinEnglishwhenevertheywish． Third，aSALCincreasesleamerautonomybecausestudentsselectthe contentandlevelofdifficultyonwhichtheywishtofocusan（1workattheir ownpaceonspecificla，nguageleaminggoals．Toprovideanexample，in aregularski11−buildinglisteningclass，theteachermayplayaCDforan activitythreetimes；however，inaSALC，studentscanplaytheCDover asoftenastheylike．Mostimportantly，aSALCgivesstudentsavarietyof leamingoPPortunitiesandmayprovi（1easenseofempowerment、 Finally，studentscanfindin−housematerialsthatareuse（iinclassand reviewthemandstu（1yattheirownpace．Theycanalsoworkwithmaterials thathavebeentargetedtotheircultureandspecificnee（is．Stu（lentsare likelytobemotivatedsincetheyhavethefreedomintheirselectionof materia1，andcaninteractwiththetargetlanguageinanon−threatening enVirOnment． Asstate（1above，“Whereleamingistakingplaceinanon−na』tivespealdng environment，SACsofferlanguageleamingopportunitiesthatwou1（1notbe

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LorraineJ．Reinbold possibleinformallessons”（Garder＆Miller，1999，p．19）．・4．2U％あ87s吻 Awe11−managedSALCcanbecomeashowpieceforauniversity，andcanbe animportantasset（HadleyandBrown，2009）．WithaSALC，theuniversity showstothepublicthatbydevelopingitscurriculumandstudentservices， itiscommittedtoqualityeducation．BrochuresandwebsitesofKanda UniversityinChibaandtheNationalUniversityofSingaporeproudlydisplay theiruseofselfaccessleamingcenters．Inotherwords，SALCforlanguage 往ainingcanbeprestigious．

5AreasofConcern

5．1L8α”￠8欝」励oガ∂6％θss ThegoalofSALCistohavestudentsleamEnglishthroughsehi．initiated study；however，it圭struethatnotallmaygototheSALCinit玉ally．They maynot㎞owhowtousethefacili丘esnorwanttospend廿methere．Many

universitieshavestartedguidingleamersonhowtoworkinaSALCby

havingregularclassesorschedulingoneclassperiodinUleSALCinorderto havestudentstrainedwellandunderstanditsbenefits．Cooker（2004）points outthatstudentsneedtohaveacourseofstudysystematicallyincludedin thecurriculumtohelpthembecomeautonomousleamers．Theyshouldbe providedwithclearinstructionstohelpthemwiththeirself−studyandthey shouldkeeprecordsoftheirworksothattheycanmonitortheirprogress． Ifteacherspreparethemforin（iependentstudyan（1encouragestudentsby havingthemprepareleamingportfoliosandho1（1ingregularconferences withthemsoastoenablethemtoseetheirprogress，eventuallytheycan becomeautonomouslanguageleamers．

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AReviewoftheSelf・AccessLearningCenter 5．27セαoh召zs’ooπoε7犯 TheSALCdoesnotreplacetheclassroom，nordoesitthreatentheteacher． Teachersalwaysplayanimportantroleinthelearningprocess．There willbenewrolesfortheteachersuchas“informationprovider，counselor， authenticlanguageuser，manager，materialswriter，assessor，evaluator， administrator，andorganizer”（Gardner＆Miller，1999，p．9）．ASALC changesthewaylanguagesareleamedandcomplementsclassroomstudy； itdoesnoteliminatetheneedforteachers．Theywillalwaysbenecessary toguidethestudentsandtoprovidematerialsforstudents’spec置cneeds． TeacherscontinuetoplayafundamentalroleinEnglisheducation． 5．3／14吻勿￠づs朗αあo，zoo，￠08”￠二わz‘吻α

WhenthisresearcherinterviewedprofessorswhohadstartedSALCsin

theiruniversities，manyofthemsaidthattheystartedonaverylimited budget，Chan，attheNationalUniversityofSingapore，explainedthat shestartedinasmallroomanddonatedherownbooks（Chan，personal communication，September11，2009）．To（iayithasgrownintoalanguage centerwithcomputers，1isteningstations，andresourceswhichconsist ofcommerciallypublishedandin−houseproducedmaterials．Heigham， directoroftheCommunicationEnglishPrograman（iSelf・AccessCenterat SugiyamaJogakuenUniversityinNagoya，saidthatshe8tartedbycollec丘ng booksfromteachersan〔1receive（1aninitialset−upbudgetof￥3，000，000to purchasematerials，audioandvisualequipment，andfumishthe80−square− meterroom（Heigham，personalcommunication，February2，2005）．Now in2009，anadditionalroomhasbeenaddedand5studentsrunthecenter （Heigham，personalcommunication，September15，2009）．Astheexamples aboveshow，thesizeoftheroom／s，budget，andelectronicequipmentdiffer ineachinstitution、Manystartsmallandexpandwiththeincreaseinnumber

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LorraineJ．Reinbo1〔i ofstudentswhousethisfacility．Forsomeuniversities，alow−costsystemis appropriateforthecontext，an（11argestate−ofthe−artfacilitiesarenotalways necessary．Simplyput，self・accesssystemsareflexible．

6HowtheProgramWbrks

Eventhoughfu111eamerautonomyisthegoa1，inmostuniversities

leamersarenotintotalcontrolwhentheyenter（Cooker＆Torpey，2004； Heigham，2004）．InthebeginningoftheEnglishprogram，studentswatch ashortorientationvideothatgivesinstructionsabouttheprogramanda demonstrationontheuseofmaterials，and，aspartofthegeneralprogram curriculum，aleamertrainingcourseisofferedwhichincludesfin（1ing outwhattypeofleamertheyare（visualoraura1），1eamingabouttime management，andbuildingskillsfocusedon：

●Howtoaskquestions

●・Howtousecontexttounderstandvocabulary

●Howto旬peexercises

●HowtouseanEnglish／Englishdictionary

●Howtotakenotes

●Howtostartavocabularynotebook

Inorderforstudentstogetthemostoutoftheirself−accessopportunities an（1tobegintotakeresponsibilityfortheirownleaming，itisimportantthat theyunderstandthephilosophyoftheprogramanditsrequirements．Asa result，extensiveorientaHonisnecessary．

WhenstudentsentermostSALCs，theyputtheirbelongingonashelf

orinlockersawayfromthelisteningstations，thenloginonanotebookor computer（dependingontheinstitution），andchoosetheappropriatelevel materialandwork．Theyareencouragedtotrydifferenttopiccategories．

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AReviewoftheSelf−AccessLeamingCenter Whileworldng，theyuseclearplasticsheetstowhtetheiranswersandcheck theiranswerswiththeanswersheets．Finally，studentswritetheirnames， studentnumbers，Englishclasses，andthetitlesoftheirmaterialontheir self−accessrecord．Whenfinished，theyretumthematerialtotheoriginal locationandleavetheircolor−codedworksheetwiththeinstructor． 6．1S孟顔犯9

ManySALCshavefu11−timestaffintheroomandothershavestudent

volunteerswhoworkinshifts．Togivesomeexamples，attheUniversityof VictoriainMelboume，afu11−timeEnglishlecturerhasherdeskintheroom andisthere丘om9：00to17：00．AttheNationalUniversityofSingapore， theSELFcommittee（facultymembers）supervisethecenter，andstudent

workershelplanguageleamerswhocometostudyinthefacility．At

SugiyamaJogakuenUniversity，third−andfourth−yearmiversitystudents workparレtimetoassiststudents．Theseassistantsarep＆idonanhourly basis．Dependingonthesituationandrequirementsofeachuniversity，the SALCisstaffedinadifferentway． 6．2ハ血オε擁αZs WhenstudentsentertheSALC，theycanchoosefromavarietyofresources： generallistening，audiobooks，announcements，news，trave1，cultural informaUon，andTVprograms．UsuallytheSALCisdividedintoski11−based sections．Thewritingareahaswhtingexerc圭sesandadd玉tionalassignments thathavebeengiveninclassforstudentstoworkonproblemareas．The

grammarsectionhasworksheetstohelpstudentsimproveareaswhere

theirgrammarneedsimprovement．Forexample，iftheyhaveproblems witharticles，theycanfindthecorrespon（iingworksheetandworkonthe grammarexercises。Inthelisteningarea，studentscanimprovebylistening

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Lorrε直neJ．Reinbold tomusic，watchingfilms，orreadinggradedreaderswhilelisteningto correspondingCDs．Inthespeakingsection，thereareavarietyoftutolねls toassiststudentswithpresentationorpronunciationskills．Inthecenter， therearemanydifferenttitles，withmultiplecopies，withallmaterials dividedandcolor−codedintodifferentlevels：pre−intermediatethrough advanced．Stu（lentsareencouragedtorea（1an（11istentoallcategoriesthat mayhelpthemachievetheirgoals． 6．31〉oω舵％4s TheuseofIntemettechnologyisanewtrendforSALCs．AttheNational UniversityofSingapore，theInternetTechnologySelf−accessEnglish LeamingFacility（ITSELF）isthenewdirectionforSALCs．Itistheonline versionofSELF，an（lstudentsaregivenlinkstousefulexternalEnglish leamingwebsitesthatarecategorizedun（ierskillareas．Classhan（iouts， copiesofworksheets（ievelopedbyCELClecturers，activitytutorials，anda databaseofarticlesarealsoaccessibleonline．ThereisalsotheOPPosing VieWpointsResourceCentre（OVRC）database，withadatabaseofarticles onawiderangeoftopics．Onanadditionalnote，Yingmentionsthatamerit ofITSELF（Ying，personalcommmication，September12，2009）isthatit

canbeaccessedbystudentsfromonandoffcampus．Agoodexampleof

thisneediswhentheSARSvirusinfectedmanystudentsandclasseswere cancelled，theITSELFenabledstudentstoworkfromoutsidetheuniversi取 andkeepintouchwiththeirteachers．

7Discussion

ASALChasmanyadvantages；however，forstudentstogothereandtake chargeoftheirleaming，theymustbegui（ledan（lgra（luallyleamtobecome

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AReviewoftheSelf−AccessLeamingCenter autonomousleamers．Theymustun（lerstandthattheprocessinbecoming independentleamersisimportant．CookerandTorpey（2004）statethat whenleamersrealizethattheyplayakeyroleinthesuccessorfailureof theirleamingprocess，theybecomemoremotivatedtostudyontheirown． Theremaybeperceptualbarriersforteacherstoo，astheywillfindthatthey mustmodif夕theirroles．However，eachfacultymembercancontributein differentways．JustconductingaclassintheSALCor（lonatingworksheets thatwereusedinclasstotheSALCcatalogorboxofactivitiesisacrucial wayforteacherstoguidestudentsinbecomingautonomouslifelongeamers． TheSALCisnotequivalenttotechnology．Technologyisusefultohave， butitdoesnotautomaticallycreatefluencyinEnglishcommunication．More importantthanastate−oftheartcenter，aretheskil1−basedresourceswith whichstudentsbegintobec①meresponsibleandtaketheinitiativeintheir lifelongstudies．Helpingstudentsbecomeautonomousleamerswillbe challenging，butitwillbeworthwhile．

8Conclusion

ThispaperhasattemptedtogiveabriefintroductiontotheSALC，and showthatawe11−equippedandwe11−managedSALCcanhelptoprovideand fosterleamer−centerednessandleamerautonomy．BystudyinginSALCs，in addi丘ontoworkingintheclassroom，studentsareabletoimproveEnglish communicationskills，andtheycangainasenseofempowerment．Many educatorswhoworkinuniversities（Kwan，1999；Hadley＆Brown，2009； Fouser，2005）havealsosaidthatstudentsac㎞owledgethevalueofSALCs andthatthebenefitsbyfaroutweighanyperceivedchallenges．Millerand Rogerson．Reve11（1993）believethatitisthebestwayforleamerstoimprove theirlanguageskillsonaremedialordevelopmentalbasis．WithaSALC，

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LorraineJ．Reinbold andsupPortiveandtrainedinstructors，studentscantailorthecourseto theirneeds，advanceattheirownpaceandleve1，andbecomeindependent learners．Inshort，selfaccesscentersforEnglishlanguagelearnersin universitiesseemtohelpstudentsbecomemorepro丘cientinEnglish．More universitiesinJapanshouldhaveSALCstohelpstudentsdeveloptheir Englishlanguages短11sandbecomelifelongautonomousleamers．

Ac㎞owledgements

Theauthorwouldliketogratefullyac㎞owledgethefollowinguniversi偵es forkindlyallowinghertheopportunitytovisittheirself・accessleaming centersforresearch：KandaUniversityofInternationalStudies，National UniversityofSingapore，SugiyamaJogakuenUniversity，andVictoria UniversityinMelboume，AustraHa．

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