ABSTRACT
Since Holec’s definition of autonomy in 1981, self-access language centres (SALC) have been privileged spaces for fostering learner autonomy. In the last four decades, SALCs have been established as complex learning environments providing learners with authentic materials in the target language, support in form of language learning advising, workshops and tutoring, and opportunities for social learning. Over the decades, their provision and their role have been evolving according to development in technology and in language pedagogy. Major concerns for professionals and researchers in SALCs are how to investigate the impact of self-access language learning (SALL) on the learners’ language proficiency and autonomy, and to evaluate the SALC overall provision. In addition, recent research on SALC professionals, on the way learners appropriate the opportunities for learning and social exchange, and on the function of SALCs as part of complex learning environments, investigate approaches to support learners in their unique journey towards autonomy.
