Self-Access Language Learning: Japanese Autonomy

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Adam Serag, Hirosaki University


Self-Access Language Learning: Japanese Autonomy

Adam Serag,

Hirosaki University

Students and teachers in Japan have difficulties adapting and integrating autonomy effectively in self-access language learning (SALL) centers. Many Japanese students are not accustomed to working independently due to their inherited cultural values of collectivism, creating the need for teachers to provide guidance as to the use of SALL centers. In this paper I focus on the factors influencing the autonomous practice of 16 self-access language learners at a Japanese university. Data were collected, coded, and analyzed recursively through in-depth semi-structured interviews and questionnaires. Three factors were indentified: the interpretations of learner autonomy and SALL concepts, the Japanese learners’ beliefs about the purpose of SALL centers, and the implementation methods of SALL in Japan. Results showed that adapting learner autonomy and SALL concepts is a complex process that differs dramatically across cultures.