Integrating a SALC Into a Short-Term Study Abroad Program: Analyzing One Former Student’s Experience

Over the past 20 years, many universities in Japan have established self-access learning centers (SALCs) on their campuses. Proponents highlight the benefits SALCs offer to learners such as spaces for conversation practice, fostering friendships, supporting both guided and autonomous learning, and facilitating cross-cultural interactions. However, SALCs often remain isolated within their institutions, prompting growing interest in how to better integrate them into the broader university environment. In this paper, we first describe how the SALC at Hirosaki University has been integrated into Hayabusa College (a short-term study abroad program). Then, using an autobiographical narrative based on the second author’s experiences as a former Hayabusa student and English learner, we analyze key stages of her learning process. Framed within the context of Self-Determination Theory, we examine how her basic psychological needs—autonomy, competence, relatedness, and a fourth candidate need, novelty—were met. The paper highlights the potential of autobiographical narratives to trace language learning progress and demonstrate the role of SALCs in this process, offering insights into the unique experiences of language learners.