A comprehensive needs analysis was conducted to assess the English language needs and difficulties of undergraduate Japanese EFL learners at Osaka University. The findings revealed that there is a pressing need for launching a CALL-based language center at this university which could contribute to the status of ELT.

1. From Needs Analysis to Language Center:
CALL for Change at Osaka University
Parisa MEHRAN
Mehrasa ALIZADEH
Ichiro KOGUCHI
Haruo TAKEMURA
Osaka University
2016 CUE Conference
Kindai University, Osaka
Photo taken by Mehrasa Alizadeh

2. Self-Access Language Learning Centers (SALLCs)
 What is Self-Access Language Learning (SALL)?
An individualized form of learning which can take place within a variety
of settings ranging from controlled (e.g., classrooms) to uncontrolled
(e.g., cafeterias) learning environments (Gardner & Miller, 1999, 2011).
 The function of Self-Access Language Learning Centers (SALLCs)
Empower students by helping them experience autonomous,
independent, self-directed, and flexible learning.
 Studies on SALL
Students learn best through the self-access mode anywhere, anytime,
anyhow, at their own pace and convenience (e.g., Gardner & Miller,
1997; Koyalan, 2009).

3. Misconceptions Surrounding SALLCs
 SALLCs Teacher-centered language labs or
specialized libraries
They contain a large bulk of resources.
They place more emphasis upon supporting the learning
process rather than solely providing information.
 SALLCs Self-study
They provide ample opportunities for individual and
collaborative learning experiences.
Reinders (2012)

4. SALLCs in Japanese Higher Education
 The Japan Association for Self-Access Learning (JASAL)
 SiSAL Journal (Studies in Self-Access Learning)
 The SALC at Kanda University of International Studies
(KUIS), Chiba, Japan
 Regarded as one of “the most effective” SALLCs (Hill &
Tomlinson, 2013, p. 434)

5. Complementary Function of SALLCs
 SALLCs serve a complementary, rather than alternative,
function (Gardner & Miller, 1999).
 Such centers also function independently and have no
intention of replacing foreign language departments.
 The institutions of higher education establish SALLCs in
order to enhance the efficiency of their language
education (Ingram, 2001).

6. Our Study
We visited a number of such centers including the ones at:
Kindai University
Tamagawa University
Kwansei Gakuin University
Ritsumeikan University
Kobe College

7. Kindai University English Village
(Eigo Mura, 英語村)
 Also known as E3 (e-cube)
 Established in 2006 at the university’s main campus located in
Osaka
 Said to have an average of 700 student visits per day
 Organizes various seasonal activities to further engage learners
 Has a basketball court and a café

8. Figure 1. The Village E3 (e-cube) café | Photo taken by the researchers

9. The Village E3 (e-cube) Passport
 Obligatory visits to E3 for all the first-year undergraduate
students
 Other rewards and badges:
Getting a stamp known as visa on their language passports
by talking to native speaking teachers for ten minutes

10. Figure 2. The Village E3 (e-cube) passport cover page

11. Tamagawa University Center for
English as a Lingua Franca
 Is in charge of providing campus-wide English as a Lingua
Franca (ELF) programs for most of the departments at this
university
 Recruits instructors from various L1 backgrounds to expose
students to world Englishes
 Provides modern facilities such as the Active Learning Zone
and the Self Study Zone

12. Figure 3. Tamagawa University Self Study Zone | Photo taken by the researchers

13. The Scenario at Osaka University
 From Needs Analysis to Language Center
PhD project on designing, developing, and implementing an EGAP
online course
 Interviews with several English language instructors and policy
makers  No SALLC at Osaka University
 Alternative programs to help students mainly with academic English
and occasionally with conversational English

14. Academic English Support Desk
 Offered by Multilingual Expert
Program (MLE)
 Started in 2015 to enhance
students’ academic
presentation and writing skills
 Provides individual consultation
for students with regard to their
academic performance

15. Language Support Desk
(ランゲージサポートデスク)
 Offered by the Center for
International Affairs (CIA) at the
Graduate School of Engineering
 Provides free English support to
undergraduate and graduate
students of the School of
Engineering
 Activities: helping students in
writing articles, giving academic
presentations, and holding English
Movie Cafés

16. Test Preparation Activities
 Familiarize students with
different English language
proficiency tests
 Provide them with the
necessary tools and test-taking
strategies to maximize their
scores

17. Program for Strengthening Professional
English Skills (実践英語力強化講座)
 Offered by the International
Student Affairs Division,
Department of Education
Promotion
 Covers various fields of study
in collaboration with Eiken
Foundation of Japan and
British Council

18. English Café
 Offered by the Center for
Education in Liberal Arts and
Sciences (CELAS)
 Help Japanese students
practice their speaking skills
at lunchtimes
 Similar cafés for other
languages such as French,
German, Spanish, Korean

19. Tandem Learning Project
(タンデム学習プロジェク)
 Run by the Faculty of Letters
through a Facebook page
 Pairs up the participants
with a language partner
who is a native or proficient
speaker of the language
they want to learn

20. Others
 Speech contests in English organized
by The Center for the Advancement of
Research and Education Exchange
Networks in Asia (CAREN) and the
Center for International Education and
Exchange (CIEE)
 To encourage Japanese students to
practice public speaking

21. Others (Cont.)
 Call for ideas to improve the
English proficiency of Osaka
University students
 Initiated by the Education
Planning Division

22. Practical Suggestions
and
Overall Guidelines

23. Ambient: Students’ safety, relaxation, and
comfort
Physical layout, décor, furnishings, and
amenities
Typical to install a café or lounge style area
Dedicated learning spaces such as listening
and speaking booths, study cubicles for
individual or group learning, and reading
and writing areas
The geographic location of the center: Ease
of access
(Mach, 2015)
Environment

24. Involves planning, efficient staffing,
organizing extensive training, and
managing human and physical
resources
SALLC managers have to engage with
various components including
learners, teachers, materials,
activities, equipment, and the
learning environment
(Gardner, 2011)
Management

25. Self-access materials:
Serving learners’ needs, interests, and wants
Providing them with more than what they
receive from their credit courses (e.g., more
variety, feedback, individual support)
Authentic and realistic tasks
Students’ awareness of available facilities
through promotional posters, catalogues,
text messages, etc.
(Tomlinson, 2010).
Facilities

26. Self-access materials within Japan:
Graded readers and audio books for
extensive reading
Exam preparation shelves such as TOEIC
sample tests
Magazines and translated English manga
Movies and translated English anime
Music (karaoke boxes)
Games (edutainment booths)
Facilities
(Cont.)

27. CALL resources (Kershaw et al., 2010):
Online sessions via Skype
Web 2.0 tools
Language consulting services
Social events
Facilities
(Cont.)

28. Training learners (Gardner, 2001) for
autonomy and independence
Making the best use of available SALL materials
Study skills
Language learning strategies
Web searching tips
Self-assessment techniques
Integrating successful learning approaches
Collaborative learning
Project-based learning
Pedagogical
Practices

29. Looking Forward
 The importance of learner training
 Ongoing needs analyses by
administrators
 Considering cultural issues (Jones, 1995)
 Strongly felt need for establishing a
SALLC at Osaka University

30. References
Gardner, D. (2001). Making self-access centres more effective. In
D. K. Kember, S. Gardner, D. (2011). Looking in and looking
out: Managing a self-access centre. In D. Gardner (Ed.),
Fostering autonomy in language learning (pp. 186-198).
Gaziantep, Turkey: Zirve University Press.
Gardner, D., & Miller, L. (1997). A study of tertiary level self-access
facilities in Hong Kong. Hong Kong: City University of Hong
Kong.
Gardner, D., & Miller, L. (1999). Establishing self-access: From
theory to practice. Cambridge: Cambridge University Press.
Gardner, D., & Miller, L. (2011). Managing self-access language
learning: Principles and practice. System, 39(1), 78-89.
doi:10.1016/j.system.2011.01.010
Hill, D. A., & Tomlinson, B. (2013). Coursebook listening activities.
In B. Tomlinson (Ed.), Developing materials for language
teaching (pp. 429-442). New York, NY: Bloomsbury.
Ingram, D. E. (2001). Language centres: Their roles, functions and
management. Amsterdam, The Netherlands: John Benjamins.
Jones, J. F. (1995). Self-access and culture: Retreating from
autonomy. ELT Journal, 49(3), 228-234.
doi:10.1093/elt/49.3.228

31. References (Cont.)
Kershaw, M., Mynard, J., Promnitz-Hayashi, L., Sakaguchi, M.,
Slobodniuk, A., Stillwell, C., & Yamamoto, K. (2010). Promoting
autonomy through self-access materials design. In A. M.
Stoke (Ed.), JALT2009 Conference Proceedings (pp. 151-159).
Tokyo, Japan: JALT. Retrieved from http://jalt-
publications.org/archive/ proceedings/2009/E012.pdf
Koyalan, A. (2009). The evaluation of a self-access centre: A
useful addition to class-based teaching? System, 37(4), 731-
740. doi:10.1016/j.system.2009.09.016
Mach, T. (2015). Promoting learner autonomy through a self-
access center at Konan University: From theory to proposal.
The Journal of the Institute for Language and Culture, 19, 3-
29. doi:10.14990/00001514
Reinders, H. (2012). Self-access and independent learning
centers. In C. A. Chapelle (Ed.), The encyclopedia of applied
linguistics (pp. 5166–5169). Malden, MA: Wiley-Blackwell.
doi:10.1002/9781405198431.wbeal1059
Tomlinson, B. (2010). Principles and procedures for self-access
materials. Studies in Self-Access Learning Journal, 1(2), 72-86.
Retrieved from http://sisaljournal.org/archives/
sep10/tomlinson

34. Ask a bunch
of questions,
please! :-)