Fostering English Use in a SALC through a Discussion-Based Classroom Intervention

• Main Authors: Amelia Yarwood, Crystal Rose-Wainstock, Michelle Lees
• Format: Article
• Language: English
• Published: Kanda University of International Studies 2019-12-01
• Series: Studies in Self-Access Learning Journal
• Subjects: self-access; intervention studies; self-determination theory; awareness-raising
• Online Access: https://sisaljournal.org/archives/dec19/yarwood_et_al/

Self-access learning centres (SALCs) are spaces in which learners are provided with access to resources that can assist them in achieving their goals. Within the SALC at Kanda University of International Studies, there is a wide range of resources available to students. However, a prior in-house study (Yarwood, Lorentzen, Wallingford, & Wongsarnpigoon, 2019) indicated that the resources were not being fully utilised by the students. The aim of our intervention study was to explore how targeted discussion topics could be used in classroom settings to assist non-English major students in feeling supported in their autonomous use of English within the SALC context. Data were collected in the form of a post-intervention survey, and focus group interviews. The data were then analysed using Basic Psychological Needs Theory (BPNT), a sub-theory within Self-Determination Theory (Ryan & Deci, 1987). Our findings suggest that the intervention fostered feelings of competence in both students’ English abilities, and their ability for self-reflection. Feelings of competence combined with support from peers motivated a portion of students to increase their use of English within the SALC. While many students felt that the intervention had helped them to increase their use of English in the SALC, the majority of students were uncertain about the effectiveness of the intervention. We will present several possible reasons for these findings.