A self-access learning facility in a Libyan University

Abstract

Self-Access Language Learning (SALL) promotes autonomous learning that takes place beyond the teacher’s direct control, requiring a shift in the roles of learners, teachers, and institutions alike. This paper explores the concept of SALL in both theoretical and practical dimensions. The theoretical part defines SALL, examines its connection to the principle of learner autonomy, the establishment of Self-Access Centres (SACs), and the resulting role transformations. The practical part proposes a simple model for designing a SAC within a Libyan university, considering institutional capabilities and constraints. The study highlights the necessity for educational institutions to understand their limitations and potentials, and emphasizes the importance of preparing both teachers and students for adopting new roles essential to the success of autonomous learning.