ABSTRACT
Learning beyond the classroom inevitably involves learners in a degree of decision-making about their own learning. The development of such autonomous learning behaviour enhances the learning. Self-access centres, also known as independent learning centres or resource centres, facilitate autonomous language learning beyond the classroom by providing a range of open-access learning opportunities and guidance, which assist learners in discovering and developing their own best learning pathways. There is a rich and well-documented history of the development of such centres around the world which illustrates considerable variety in the development and use of learning materials and activities, provision of learner training, attitudes to integration into classroom learning, approaches to assessment of learning, and the incorporation of virtual learning. Such diversity is no surprise given that self-access centres focus on the needs of learners within specific contexts which may be influenced by target and first languages, educational level and cultural factors. The pivotal feature that all (good) self-access centres have in common is their aim of fostering autonomous learning which must, by default, acknowledge diversity in learning styles and strategies; learners’ preferences for topics, media, scheduling and modes of interaction; and that the locus of control lies with the learners. This chapter will begin with a review of the characteristics of a self-access centre which are necessary for the promotion and support of autonomous learning. It will then discuss the potential of self-access centres to integrate learners into a world of authentic language use, the blurring of distinctions between physical and virtual self-access learning and, finally, the role of such centres in supporting autonomous learning beyond the classroom.
