by Tanya McCarthy
Kanda University of International Studies, Japan
This paper is based on the premise that a considerable amount of language can be acquired outside the classroom lesson, and that as educators it is our responsibility to raise awareness of the value of self-directed learning. Self-access language learning (SALL) promotes the idea that as there are different types of learners with different language needs, students learn better if they are actively in control of their own learning. The paper focuses on how a SALL course was integrated into the curriculum at a private university in Japan. A mixed method approach incorporated whole class and small group discussion, reflective diary writing, out-of-class learning and one-to-one meetings with the teacher. Feedback on the course from a questionnaire was used to evaluate learners’ perception of the effectiveness of the program. Results were favorable, showing that learners found this mode of learning helpful in organizing study habits; sustaining motivation; improving specific language skills; and increasing knowledge of self-access resources.