Active learning strategies: A comparison of first-year university users and non-users of a self-access learning facility in Japan

This paper reports the initial results of a survey conducted as part of a multidimensional study. It explores the implications of active learning strategies and interventions adopted at a university level self-access learning center for English language education in Japan. The study examines two sample groups of students enrolled in a semester-long freshmen English speaking course: students who chose to utilize and students who chose not to utilize the self-access learning center for class-related purposes. The study begins with a comparison of the sample groups in an attempt to understand factors that influence students’ attitudes toward learning English and engagement in learning activities. A brief detail of students’ reported reasons for not utilizing the facility is provided, and attention is brought to gender differences among participants, which offers insights into accessibility and student autonomy. Finally, a description of students’ perceived benefits and learning outcomes are offered as preliminary evidence of students’ active engagement in the learning process. The study holds practical implications to improve learning experiences for students in learning spaces outside of traditional classroom settings. It is hoped that findings spark interest in the learning environments of self-access learning centers and their role in facilitating language learning and learning outcomes for students.