Studies in Self-Access Learning Journal (Dec 2010)
Listening to the Learner: A Qualitative Investigation of Motivation for Embracing or Avoiding the Use of Self-Access Centres
Abstract
This paper reports on a follow-up study to Gillies (2007), in which a survey was conducted to investigate how tertiary-level Japanese EFL students understand and interpret their use or non-use of their institution’s self-access centre (SAC). The survey data revealed general trends regarding the factors which motivate the students’ use of the SAC as well as reasons why students choose not to use it, while also suggesting four types of students, via cluster analysis. Employing Dornyei’s (2005) L2 Motivational Self System as a theoretical framework, the current paper attempts to probe deeper into the survey data, and specifically tease out the factors influencing the use or non-use of the SAC. It reports on a set of semi-structured interviews with a purposeful sample of nine students from amongst the survey respondents. The interviewees included representatives of each of the four clusters identified in the survey data. The interview transcripts were then subjected to coding and labelling, and key themes in the data emerged: the SAC as an environment; the SAC as a community of selves; the SAC as contrasted with the classroom. Related to these themes, it was found that in the first year of university, identities are forged, distinguishing regular SAC users and rare SAC users. The SAC is an attractive environment for students with strong ideal L2 selves, while being uncomfortable for less confident students. The former type of student is more likely to see the classroom environment as restrictive, while the latter views it as sheltered and supportive. Meanwhile, the level of English proficiency is not in itself predictive of SAC use, but rather the level of L2 motivation, in particular the strength of the learner’s ideal L2 self. The paper discusses these themes and findings, and concludes with implications for the SAC, and suggestions for making the centre accessible and appealing to a wider cross-section of the overall student body.
