| Summary: | This article describes an example of the counselor’s role in a relatively small Self-Access Center (SAC) for language learning in universities in Japan. The author has been involved with establishing and running two SACs in Japanese universities. The study used autoethnography as its research method to look closely at the counselor’s role. This study eventually helped the author to analyze the counseling she has been providing and to realize that the counselor is required to provide not only macro-counseling but also micro-counseling. Micro-counseling consists of short, informal interactions with learners which connect the learner to elements in SACs, such as teaching assistants, other language learners, and language learning materials. These micro-counseling encounters can help to create a secure space which encourages learners to engage in macro-counseling sessions which support their language learning.
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