Reframing Self-Access: Reviewing the Literature and Updating a Mission Statement for a New Era

Abstract

This paper documents part of the process of preparing to fully reopen the physical Self-Access Learning Center (SALC) in a university in Japan after being somewhat interrupted during two years of the COVID-19 pandemic. Self-access is becoming increasingly complex, multi-faceted and multi-disciplinary and it is necessary to revisit SALC mission statements periodically, particularly after major events or changes. A group of language educators working at the university examined literature and theories from a range of perspectives in order to inform the future directions of the SALC. In a series of meetings over a one-semester period, one or two team members led a guided discussion based on some key papers, talks or other resources related to eight themes. After a semester of such discussions, they returned to the mission statement and re-examined it, making it more theoretically robust and specific, acting as a guide for SALC services for a new era.

Sustaining language learner well-being and flourishing: A mixed-methods study exploring advising in language learning and basic psychological need support

“…These include aspects such as goal setting and striving, agency, time management, problem-solving and decision making; affective issues such as confidence, anxiety, motivation; as well as discussions involving resources for learning, learning strategies, test-taking, studying abroad, and possibly academic themed topics or those related to careers. Learning advisors are experienced language educators who receive special training and are involved in continuous professional (and personal) development (Kato, 2012;Kato & Mynard, 2016;Mynard, 2021;Mynard et al, 2022;Shelton-Strong, 2020;Mynard & Shelton-Strong, 2022b;). In the context of the present study, learning advisors work full-time within the university SALC and are active participants in conducting research into advising and self-access as members of the university's Research Institute for Learner Autonomy Education (RILAE, n.d.).…”

Investigating the Significance of Coxhead’s Academic Word List for Self-Access Learners

“…Although literature lacks a clear definition of self-access because of its complex, multifaceted, and multi-disciplinary nature (Mynard et al, 2022), it is often used synonymously with autonomous learning where learners have the freedom to choose their learning materials to aid their classroom-based learning. The benefit of self-access learning is that it helps learners to develop a sense of control over their learning (Mynard, 2019), and they can learn independently at any given time from any place.…”