A Survey of Students Utilizing Self-Access Learning Services at Osaka University

オオサカダイガク　ニ　オケル　Self　Access　Learning　Services　リヨウ　ガクセイ　ヲ　タイショウ　ト　シタ　アンケート　チョウサ　ノ　ジッシ

ナカハシ, マホ

Nakahashi, Maho

アンダーソン, ショーン

Andersson, Shawn

Center For Education In Liberal Arts And Sciences, Osaka University

SALC

アンケート調査

Self-Access Learning Services

Learner autonomy

Questionnaire survey

Resources and Data

Research on learner autonomy dates back to around the 1970s, primarily in Europe, and it began with the establishment of the world’s first Self-Access Learning Center (SALC) in France (Benson, 2007). Since then, the concept has spread from Europe to North America and Asia. Recently, the necessity of such centers has gained attention in Japan, leading to an increase in universities establishing autonomous learning support centers, including writing centers. Against this backdrop, Osaka University established a self-access learning service called the “Writing Help Desk” (later renamed the “Language Support Desk”) in 2015. This paper examines the current state and future directions of this desk based on a survey conducted among its student users. The results revealed that approximately half of the users are undergraduate students and the other half are graduate students. Additionally, about half of the users utilize the desk for study abroad preparation, including preparation for English proficiency tests such as IELTS. The findings reaffirm the necessity of the desk and point to future challenges, such as securing a sustainable budget.

アンダーソン, ショーン