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Abstract

Therehavebeenmany attemptsto promoteautonomouslearningin Thai studentsinthebeliefthat if students have the ability to take charge of their own learning, theywillbe successful life-long learners and thus become assets of the country. In Englisheducation,self-access language learning (SALL) is one ofthe approaches employedtopromotelearners autonomy in language learning.

TheLanguageInstitute ofThammasat University (LITU) was aware of the advent ofself-accessand thus established a Self-Access Language Learning Center (SALC) in1997withits main objectivebeingto promoteautonomouslanguagelearninginstudents.Self-Access at LITU involves approximately 3,000 first-year students and 20teacherswho perfonn several different roles such as material writers, counselors,activityorganizers and so on. Besides that, it engages other elements like resources,management,systems, learner reflection, counseling, learner training, staff training,assessmentand evaluation. LITU has integrated these elements and changed thepracticesoccasionally to encourage students to come to the SALC. The examples ofthechangesare having students keep logs of their learning experience, assigning thenumberof visits, producing self-reflection fonns, organizing extra activities, andgivingsome extra marks. These changes have been done in response to immediatesituationsand informal feedback from relevant people. They did not come fromsystematicstudy or from every groupof stakeholders. Therefore, LITU did not knowhowstudentsand teachers really felt about the practices and those elements.

As members of the SALC committee, the researchers conducted action research tofind out how teachers and students feel about the practices and the self-accesselements. The steps were taken in a spiraling process as follows:

. Preliminary study: questionnaires were used to collect data from both studentsas the patrons of SALC and relevant teachers;

. Planning: the researchers reported the results from the questionnaires to theteachers in a teacher meeting. The discussion led to the planning of newpractices of self-access learning in the next semester;

. Acting: the new practices were implemented as planned;

. Observing: the questionnaires based on the new practices were used to collectdata from students and teachers; then the two focus group interviews wereconducted with representative students and teachers; and

. Reflecting: the researchers reflected on the practices based on thequestionnaires and interview results and made recommendations forimproving the practices.

Theresults show that both the teachers and the students realized the importance ofself-access learning. They thought that the self-access activities were appropriate andhelped promote autonomous learning skills, English skills, and positive attitudetowards autonomous learning. However, there is a need to make teachers more awareof changes in their roles and to help them take on those roles more effectively.Besides, although students have positive attitudes towards self-access, there is a needto build intrinsic motivation in them to learn autonomously.