Abstract:
Previous research has shown that classroom-based language learning alone may not be sufficient to lead learners to mastery of the target language. For this reason, language learner's self-directed learning or independent language learning, both in the Self-Access Learning Center (SALC) and in authentic situations outside classes, has become an essential component of English language learning, both in the ESL and EFL contexts. The main objective of this research was to investigate the use of a self-access language learning center by 515 Chulalongkorn University students who were required to earn 5% of their Foundation English II course marks in the SALC. The study also aimed at exploring these students' attitudes toward their participation in the SALC and their perceptions of how effective this participationn was. Data collection was conducted by means of a self-administered questionnaire consisting of both closed-ended and open-ended items. The reearch findings, derived from both quantitative data and qualitative data, zoomed in on these language learners' actual use of as well as their attitudes toward the SALC. Based on these findings, implications for teachers and those who are involved in managing SALCs such as administrators and SALC staff members are proposed in the hope that if the way SALCs are arranged is based on informed decisions about learners' needs and wants, as well as likes and dislikes, learner autonomy can be better enhanced and mastery of the target language can be better achieved.
