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This is my final project for the TESOL program focuses on student motivation in language labs. I did a case study on a university in California which caters to ESL students and uses language labs as a way to provide additional support to non-native English speakers at the university.


Bown, J. (2006). Locus of Learning and Affective Strategy Use:Two Factors Affecting Success in Self- Instructed Language Learning. Foreign Language Annals, 39(4), 6.

Cotterall, S. (2001). 'Fortress or Bridge? Learners' Perceptions and Practice in Self Access Language Learning'. Tesolanz 8, 23-28.

Dornyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78(3), 273.

Foote, J. H. (2010). Survey of the Teaching of Pronunciation in Adult ESL Programs in Canada. TESL Canada Journal, 29(1), 1-22.

Gardner, D. (2011). Managing self-access learning: Principles and practice. System , Vol. 39, 78-89.


Gremmo, M. (1995). Autonomy, Self-Direction and Self-Access in Language Teaching and Learning:

The History of an Idea. System, Vol 23, No. 2, pp 151-164.


Morrison, B. (2005). Evaluating learning gain in a self-access language learning centre. Language Teaching Research , 9(3), 267-293.


Morrison, B. (June 2008). The Role of the Self-Access Centre in the Tertiary Language Learning Process. An International Journal of Educational Technology and Applied Linguistics, 36.2:123-140.

Reinders, H. (March 2007). Big Brother is Helping You: Supporting Self-Access Language Learning with a Student Monitoring System. An International Journal of Educational Technology and Applied Linguistics, 35.1:93-111.


Victori, M. (2007). The development of learners' support mechanisms in a self-access center and their implementation in a credit-based self-directed learning program. Science Direct, Volume 35, 10-31.

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