An ethnographic case study of how a self-access center operates in Turkish higher education

Abstract

This ethnographic study aimed to describe how a self-access center in a Turkish university English language preparatory program operates. The students at this English-medium university are expected to become proficient in the four basic skills in preparatory classes. Self-directed learning has been seen by many as an important way to learn a language more effectively. A self-access center at BUSEL was established to help the learners become self-directed and thus help them learn English more effectively. However, in order to understand how such a center operates in practice, it is important to understand its culture. To this end, this ethnographic case study aimed to provide a generalized account of the perspectives and practices of a particular group of actors who actually use a self-access center. The study was conducted at Bilkent University School of English Language (BUSEL) Self-Access Center (SAC). The participants were 14 preparatory students attending the SAC at all levels of proficiency and an English native coordinator of the SAC. This study did not address specific research questions but was concerned with development of theory. Data was gathered through observations, held at the site, documentary materials collected and interviews held with the particular actors using the site. The observation of students at the SAC was done over eight weeks time; the documentary materials were collected and interviews were held during and after this period. The fieldnotes taken during observations and transcribed interviews were first read through, and then segmented according to themes. Codes were given to each regrouped emerging theme. Later, all data were cross-checked and triangulated with the findings resulting from documentary materials and interviews. The findings showed that a well-organized SAC with a warm atmosphere, a variety of materials on different skills and styles, exam practice materials, academic assistance provided by experienced EFL teachers, study support for homework, clubs and activities, English and Turkish native EFL teachers, high technology equipment, and evening and weekend opening hours, has been attracting students and encouraging them in language learning.