Motivational Factors in Students’ Non-Use of a Conversation Practice Center

This study investigates the factors that influence a student's motivations for avoiding the use of a conversation practice area in the Self-Access Learning Center (SALC) at Kanda University of International Studies.Data from a survey and semi-structured interviews were analyzed, revealing complex and dynamic interrelationships of motivating and demotivating factors, including lack of awareness, mistaken beliefs and assumptions, anxiety in various forms, preferences for certain interlocutors or interactional settings, and issues of practicality or convenience.The discussion of the findings highlights the necessity of viewing each student as an individual person with agency and identity, situated in their unique contexts, as well as considering the position of the practice center within its own context.The paper concludes with a consideration of the implications for the organization and promotion of the center.Self-Access Learning Centers (SALCs) are facilities which promote language learner autonomy and the use of the target language outside class.Learner autonomy is defined by Holec (1981, p.3) as "the ability to take charge of one's own learning", and SALCs typically provide support for learning and the development of learner autonomy, as well as a variety of facilities and resources for different types of learners and learning.A feature of many SALCs is an area in which students can practice speaking the target language in a supportive environment.This might be a structured area where students make an appointment, or a more casual space where students are free to come and go.Some are staffed by native-speakers, and others are supported by student staff or volunteers.As classroom time alone is not sufficient