Creating learner autonomy: self access and an English lounge

This paper seeks to outline current research on learner autonomy before focusing on the characteristics of Self Access Centers. It will conclude by examining how an English Lounge at a higher education institution has the potential to foster learner autonomy among Japanese learners of English. Referring to constructivist and critical theory philosophies of learning, it is thought that while in the lounge, learners become aware of the social context in which their learning is embedded and thus they can become independent learners.