Do Regular Self-Access Learning Center Users Exhibit Characteristics of Effective Autonomous Learners?

This research examines student learning patterns in a Self-Access Learning Center(SALC) in Japan, with particular reference to regular users of the SALC involved in second language independent learning. The research was undertaken to gain an accurate picture of actual SALC usage to see if SALC users are functioning as effective autonomous learners, and if not, to find out what provisions need to be made to facilitate their usage towards this end. The results of the research suggest that the regular users clearly perceive the SALC as having a very positive influence on their language learning. It also shows high levels of ability in certain areas deemed important for self-access learning, such as needs analysis, and learning material selection. However, students appear to have lower levels of ability and awareness of metacognition and learning management-planning, monitoring, and evaluation, the absence of which may hamper the effectiveness of their independent learning and learning outcomes. This research details the possible implications of regular student SALC usage patterns and the resulting proposed changes to environment, services, and materials provision in order to provide learners with the optimal conditions for effective autonomous learning.