Accessibility in Language Learning College and University Education Interactive poster session
The role of a Self-Access Learning Center for non-English language majors
The present research explores the role of a Self-Access Learning Center (SALC) at a university in Japan. The SALC is one of the leading facilities in the field in Japan and is categorized as a “social-supportive” facility with an intention to constantly investigate what its users need and whether it is effectively meeting those needs (Mynard, 2019). However, as English is largely displayed in the facility, students majoring in other languages may have perceptions of such a facility that the SALC educators and staff may not be aware of. For example, Chinese major students’ attitudes and motivations for using the SALC might be different from English majors, especially when studying English as a third language. Educators in the SALC will need to explore the experiences of all users of the facility, regardless of their major, and allow for different points of view in order to develop the facility for all language learners. In this presentation, I will examine, firstly, the perception of two Chinese major students towards the SALC, and secondly, what the SALC can offer them, as a place for promoting self-language learning.