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This study investigated the influence of participation in program planning on achievement and attitude. Two experimental groups participated in planning their educational programs. Two control groups completed courses identical to the corresponding experi mental groups, but they did not help plan them. A two hundred item achievement measure and a twelve concept semantic differ ential attitude measure were administered to both groups. The results of a t-test analysis of group mean scores permitted two conclusions. First, adults who participate in program planning appear to have more positive attitudes about their educational experience than those who do not. Second, no evidence was found to support the notion that participation in program planning affects achievement.

In this short summary, we investigate the importance of learners’ emotional involvement in self-directed learning. We begin by briefly examining the literature related to affective factors in self-access language learning. We then describe two examples of institutions with self-access centres that place particular importance on affective factors in courses of self-directed study. The first example is in a university in Japan, where affective strategies are introduced through self-directed learning modules. The second example is in a university in Mexico, where educators are investigating how feelings about self-access language learning can change over time.