摘要：Self-access learning centres (SALCs) are spaces in which learners are provided with access to
resources that can assist them in achieving their goals. Within the SALC at Kanda University of
International Studies, there is a wide range of resources available to students. However, a prior
in-house study (Yarwood, Lorentzen, Wallingford, & Wongsarnpigoon, 2019) indicated that the
resources were not being fully utilised by the students. The aim of our intervention study was to
explore how targeted discussion topics could be used in classroom settings to assist non-English
major students in feeling supported in their autonomous use of English within the SALC context.
Data were collected in the form of a post-intervention survey, and focus group interviews. The
data were then analysed using Basic Psychological Needs Theory (BPNT), a sub-theory within
Self-Determination Theory (Ryan & Deci, 1987). Our findings suggest that the intervention
fostered feelings of competence in both students’ English abilities, and their ability for selfreflection.
Feelings of competence combined with support from peers motivated a portion of
students to increase their use of English within the SALC. While many students felt that the
intervention had helped them to increase their use of English in the SALC, the majority of
students were uncertain about the effectiveness of the intervention. We will present several
possible reasons for these findings.
