1. Starting a Movement: Let’s go to SALC! Self-Access Conversations: Beyond Classroom Borders Self Access Forum (@202B) Nov. 23 rd, Sum (5:40 PM - 7:10 PM) Satomi Shibata

2. Learner types Autonomous Want to improve their English skills Use the center whenever they need Do not hesitate to ask questions Understand what they need themselves Amotivated/ Reluctant Not interested in English skills Interested in something else Just need to graduate Passive Want to improve their English skills Somehow can’t enter the center or ask teachers (advisers)

3. Centers at TWO universities Both are similar (Size, human resources, budget) English major 100 students in a year One teacher, one student teaching assistant English conversation sessions Advising

4. Tokoha University Three campuses Shizuoka Campus : 2000 students Faculty of foreign language: 150 each year English: 100 each year ( main users: 1 st, 2 nd year students) English level (TOEIC 170-930)

5. Relatively Small SALC  One staff, one teacher, one student teaching assistant  Four teachers (American, Canadian, or Spanish) Conversation Practice session 45 to 90 minutes a week  Five Japanese teachers work when I don’t work. 90 minutes a week  Japanese is spoken.

7. Budget Students teaching assistants (since 2008) Books (2014 for the first time!!!)

8. What we do… TOEFL, TOEIC, EIKEN, Other foreign language tests Studying abroad programs (one month, two months, 7months) Advising Conversation Practice session Books (Extensive reading:3000, tests:70) Events (Halloween, Christmas, Speech contests)

9. Users 100 users a day 150 books a day

10. With Limited Human Resources… Starting a Movement Arranging Choices Create the environment (school culture) Let’s-go-to-SALC culture

11. With Limited Human Resources… Starting a Movement Arranging Choices Create the environment (school culture) Let’s-go-to-SALC culture

12. Starting a Movement Threshold model of collective action (Granovetter, 1978) Leader and follower: The important role of the first follower (Shivers, 2010)

13. What does everybody do? Nagoya ⇒ Studying abroad program (70% of the students go abroad + travelling ） ⇒ TOEFL ⇒ To work in Tokyo, Osaka, other area. Shizuoka ⇒ Only 30 % or less ⇒ Not TOEFL ⇒ To work in Shizuoka

14. What does everybody do? Difference between Nagoya and Shizuoka Economy Studying abroad was NOT for everybody. Extensive Reading

15. With Limited Human Resources… Starting a Movement Arranging Choices Create the environment (school culture) Let’s-go-to-SALC culture

16. So many choices Enter the center or not How long to stay Talk to someone or not With whom Come back again or not Use more than one usage

17. Help Users Decision Making …choice overload problem affects us even in very consequential decisions. We choose not to choose, even when it goes against our best self-interests. Four techniques for mitigating the problem of choice overload (Iyenger 2011)

18. Help Users Decision Making 1.cut -- get rid of the extraneous alternatives 2.concretize -- make it real 3.categorize -- handle more categories, less choices 4.condition for complexity.

19. Extensive Reading 1.cut -- get rid of the extraneous alternatives (Three to Four kinds) 2.concretize -- make it real (Example from the previous year. In class, SALC) 3.categorize -- handle more categories, less choices (Different shelves) 4.condition for complexity. (April: Extensive Reading, November: )

20. Let’s –go-to-SALC Culture Nagoya? Shizuoka? ⇒ What are their interests? Economy? ⇒ How does it affect on their learning? Data: Fostering followers ⇒ Showing successful examples, sharing episodes When to encourage: Difficult to change life style ⇒ April, May, September, October, before breaks

21. Further research What can we do more with the limited human resources? How can we encourage the admiration and other teachers to understand more about self-access centers? (English Education centers, International communication centers, self-access centers ⇒ more demand on workload)

22. Thank you very much. satomishibata@sz.tokoha-u.ac.jp References Dweck, C (2006). Mindset. NY: Random house. （邦訳：今西康子『「やればできる！」の研究』草思社） 林日出男 (2012). 『動機づけ視点で見る日本人の英語学習 : 内発的・外発的動機づけを軸に』 東京 : 金星堂. Iyengar, S. (2010). The art of choosing. New York, NY: Twelve. （邦訳：櫻井祐子『選択の科学』文藝春秋） MacGonigal, K. (2012) Maximum willpower. UK: Macmillan. （邦訳：神崎朗子『スタンフォードの自分を変える教師』大和書房） Shibata, S. (2012). The macro-and micro-language learning counseling: An autoethnographic account. Studies in Self-Access Learning Journal, 3(1), 108-121. Shivers, D (2010). How to start a movement: TED presentation. https://www.ted.com/talks/derek_sivers_how_to_start_a_movement Thaler, R.H. & Sustain, C. R. (2009). Nudge: Improving decisions about health, wealth, and happiness. New York: Penguin Books. 上田信行（ 2009 ）. 『プレイフル・シンキング』東京：宣伝会議. 上淵寿（ 2004 ）. 『動機づけ研究の最前線』京都：北大路書房. Wenger, E. (2000). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.