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.

中文翻译：

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通过基于讨论的课堂干预来促进SALC中的英语使用

自助式学习中心（SALC）是为学习者提供访问可帮助他们实现其目标的资源的空间。在神田外国语大学的SALC内，有大量可供学生使用的资源。但是，先前的内部研究（Yarwood，Lorentzen，Wallingford和Wongsarnpigoon，2019年）表明，这些资源并未被学生充分利用。我们的干预研究的目的是探讨如何在课堂环境中使用针对性的讨论主题，以帮助非英语专业的学生在SALC语境中获得自主使用英语的支持感。数据以干预后调查和焦点小组访谈的形式收集。然后使用基本心理需求理论（BPNT）对数据进行分析，自我决定理论中的一个子理论（Ryan＆Deci，1987）。我们的研究结果表明，干预可以增强学生的英语能力和自我反思能力。能力的感觉加上同龄人的支持促使一部分学生在SALC中增加英语的使用。尽管许多学生认为干预措施帮助他们增加了在SALC中使用英语的能力，但大多数学生不确定干预措施的有效性。我们将提出这些发现的几种可能原因。能力的感觉加上同龄人的支持促使一部分学生在SALC中增加英语的使用。尽管许多学生认为干预措施帮助他们增加了在SALC中使用英语的能力，但大多数学生不确定干预措施的有效性。我们将提出这些发现的几种可能原因。能力的感觉加上同龄人的支持促使一部分学生在SALC中增加英语的使用。尽管许多学生认为干预措施帮助他们增加了在SALC中使用英语的能力，但大多数学生不确定干预措施的有效性。我们将提出这些发现的几种可能原因。