Establishing Group Autonomy through Self-Access Center Learning Experiences
In this article, I argue that a self-access center (SAC) should be able to foster group autonomy, although SACs were originally developed for individually autonomous L2 learning experiences—i.e., each student studying L2 on his or her own. Along with offering learning materials and chances for indiv...
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| Format: | Article |
| Language: | English |
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Kanda University of International Studies
2014-06-01
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| Series: | Studies in Self-Access Learning Journal |
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| Online Access: | https://sisaljournal.org/archives/june14/kimura/ |
| Summary: | In this article, I argue that a self-access center (SAC) should be able to foster group autonomy, although SACs were originally developed for individually autonomous L2 learning experiences—i.e., each student studying L2 on his or her own. Along with offering learning materials and chances for individual self-study, a SAC should provide opportunities for building and maintaining a learner community. The data obtained by a narrative frame and subsequent e-mail correspondence demonstrated that active users often come to SACs to do homework and prepare for classes. They are happy to work together and have opportunities to make friends with students in different classes and in different year groups—i.e., mutual peer support is vital. Fun activities for establishing rapport and boosting L2 learning motivation are worth implementing. Learner autonomy ultimately involves interdependence between learners in a well-functioning learner community, and for this purpose a SAC can and should be a physical space where students can comfortably spend time and interact with other students, as well as with counselors and teachers. |
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| ISSN: | 2185-3762 2185-3762 |