Materials evaluation calls for a systematic and principled approach. In reality, however, materials evaluation in language-learning self-access centers (SACs) is significantly lacking in good models. This paper reports on a project undertaken by SAC facilitators in Japan to investigate whether/how a pre-evaluation checklist developed a decade ago at a SAC in New Zealand (c.f. Reinders & Lewis, 2006) could be adapted to their target context. A mixed methods approach was employed where data was obtained via a Likert-scale questionnaire and follow-up interviews. The survey was adapted from Reinders and Lewis and enrolled 103 Japanese university students. The interviews were conducted to eight randomly selected survey respondents. Results show that the modeled checklist can be used as a basis with modifications allowing for contextual differences. The results suggest that Japanese learners of English value visually stimulating materials and require more guided support for them to effectively use materials beyond the classroom. The article provides an adapted checklist designed for Japanese learners of English as well as suggestions for future research.

中文翻译：

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修改日本自我学习中心的材料评估清单

材料评估需要一种系统的，有原则的方法。但是，实际上，良好模型中严重缺乏语言学习自助中心（SAC）的材料评估。本文报道了日本SAC协调员开展的一个项目，该项目旨在研究十年前在新西兰SAC制定的评估前清单是否/如何进行调整（参见Reinders＆Lewis，2006）。采用混合方法，通过李克特量表和后续访谈获得数据。该调查改编自Reinders和Lewis并招募了103名日本大学生。对八名随机选择的调查受访者进行了访谈。结果表明，建模清单可以用作修改的基础，并允许上下文差异。结果表明，日本英语学习者重视视觉刺激材料，并需要更多的指导支持才能有效地使用课堂以外的材料。本文提供了针对日本英语学习者而设计的经过修改的清单，以及对未来研究的建议。