Despite much being written about self-access learning and active learning, both still remain definitionally evasive concepts. How both are conceptualised is very often dependent upon how they are interpreted within the context they are implemented in. Hence, making sense of the relationship between self-access learning and active learning poses a problem, especially considering the dearth of literature available. With these points in mind, this study explored unknown, unexpressed, and unascertained student understandings of self-access learning to gauge what these suggest for enacting active learning at one private Japanese university. This was done via a qualitative case study using an open-ended survey with 53 Japanese university students majoring in English. The findings showed that learners have a vague conception of self-access learning, seeing it as an environmentally-situated behaviour where they are free to do what they want despite often being unclear about how to use their time and having no clear learning plans. These behaviours, taken together, suggest active learning is unlikely to emerge without initial learner comprehension and acceptance of self-access learning. Moreover, it is likely these cannot be enacted if the right kind of administrative support is not provided.

中文翻译：

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探索学生对主动学习自主学习的看法：案例研究

尽管有很多关于自主学习和主动学习的文章，但两者在定义上仍然是回避的概念。如何将两者概念化通常取决于如何在实施它们的环境中解释它们。因此，理解自主学习和主动学习之间的关系是一个问题，特别是考虑到可用文献的缺乏。考虑到这些要点，本研究探讨了学生对自主学习的未知、未表达和未确定的理解，以评估这些对于在一所私立日本大学实施主动学习的建议。这是通过对 53 名主修英语的日本大学生进行的开放式调查，通过定性案例研究完成的。研究结果表明，学习者对自主学习的概念模糊，将其视为一种环境行为，尽管他们经常不清楚如何利用他们的时间并且没有明确的学习计划，但他们可以自由地做他们想做的事。这些行为加在一起表明，如果没有最初的学习者理解和接受自主学习，主动学习就不太可能出现。此外，如果没有提供适当的行政支持，这些可能无法实施。