As teachers we might hear the phrase 'self-access learning' and wonder what it is. Let's take a look at self-access learning and some of the issues associated with it as this is an area that more and more schools are building into their learning opportunities for students.

When we talk about self-access learning we are referring to a way of learning language without the teacher being directly in control. Self access learning also takes into account that there are different types of learners, with different language needs. Learning styles and the pace that prefer to learn at will vary from student to student. Self-access learning centres try to take these different styles into account by giving students the opportunity to learn in a way they feel is best for them.

This doesn't mean that we should disregard classroom learning. We should see classroom learning and self-access learning as complimenting each other and both as valuable tools to improve the language proficiency of your students.   

Classroom learning follows a teacher-directed programme, while self-access learning allows students to work on areas of language in a way that suits them best. Students can take responsibility for their own learning by choosing how they are going to learn.

A lot of teachers probably remember the language lab from language study at school. The self-access centre is different from the language lab in a number of ways. Usually materials are organised so as to facilitate individualised choice. A computerized catalogue should be available to enable students (and teachers) to search for materials according to different subject areas e.g. grammar/structure, listening, pronunciation reading, speaking and writing. Students (and teachers) can choose and access materials on their own and materials are often come with answer keys and follow-up ideas.

One area that both teachers and students need to be involved in is planning how individual students or groups of students are going to use the self-access centre. Some of the things to take into account here are; self-access time available for groups/individuals, students time management (how much time should they spend there?), setting achievable goals, keeping a log of learning and learning achievements (met and not met) and rules for using the self-access centre.

If some time is given over to thinking about the items above, then both students and teachers will see that the self-access centre can be a valuable tool in language learning.

Remember that self-access learning doesn't just take place in your schools dedicated centre. It can happen outside of school as well. Encourage students to explore other ways of independent learning by looking for materials from sources that aren't necessarily included in your self-access centre, e.g. libraries, TV, movies (in English), newspapers, magazines, novels, the radio. Self-access learning can happen anywhere and at any time.

Next time you pass the self-access centre don't walk past, go in there (and get your students in there) and explore some new learning opportunities for your students!