Abstract:
Classroom0based language learning alone may not be sufficient to lead learners to mastery of the target language, so independent language learning, both in the Self-Access Learning (SALC) and outside classes, has become an essential component of English language instruction. This paper reports on a study investigating the use of a self-access language learning center (SALC) by 513 first-year Chulalongkorn University students who were required to earn 5% of the Foundation English course in the SALC. The findings reveal these learners; actua; use of as well as attidutes toward the SALC. Based on the findings, implications for teachers and those involved in managing SALCs are proposed in the hope that learner autonomy can be better enhanced and mastery of the target language can be better achieved.
