This short article summarizes my reflections and opinions toward my optional workshops on TOEIC preparation. The workshops have taken place weekly in a self-access center (SAC) in Chubu district, Japan. Many SACs, in fact, offer workshops as a part of their services encouraging learners to enhance their target language proficiency and become more selfregulated and autonomous (Gardner & Miller, 1999; Sekiya, Mynard, & Cooker, 2010). However, few have researched whether SAC workshops are achieving such goals. Thus, I aim to share my perspectives based on my reflections on having instructed the series of workshops for the duration of four semesters. In particular, I will present my three principles to make the workshops attractive and effective: 1) learner development; 2) implications from second-language acquisition (SLA); and 3) guidance on learning resources. I will also illustrate learning resources found to be most popular by my workshop attendees. Finally, I will discuss key elements that may make SAC workshops more meaningful and distinguished as extra-curricular lessons.

中文翻译：

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我的TOEIC备考工作坊的原理和TOEIC准备的自学在线资料

这篇简短的文章总结了我对我的TOEIC预备课程的思考和看法。这些讲习班每周在日本中部地区的自助访问中心（SAC）举行。实际上，许多SAC都提供讲习班作为其服务的一部分，以鼓励学习者提高其目标语言水平并变得更加自律和自主（Gardner＆Miller，1999; Sekiya，Mynard，＆Cooker，2010）。但是，很少有人研究SAC研讨会是否实现了这些目标。因此，我的目的是基于我对四个学期的系列讲习班的指导意见，分享自己的观点。特别是，我将提出我的三项原则，以使研讨会具有吸引力和有效性：1）学习者发展；2）第二语言习得的含义；3）关于学习资源的指导。我还将说明研讨会参加者发现最受欢迎的学习资源。最后，我将讨论一些关键要素，这些要素可能会使SAC研讨会更有意义，并成为课外课程。