Speaker
Abstract section 1: Relevance
Self-access centres provide critical supportive environments that foster student self-directed learning, enabling students to overcome linguistic difficulties and maintain motivation (Reeve, 2022). Research consistently indicates a strong positive correlation between active help-seeking behaviour and academic achievement (Martin-Arbos et al., 2021; Thomas & Tigler, 2019). However, despite these benefits, engagement with such services remains low (Thomas & Tigler, 2019). This trend is particularly evident at University A in the Kanto region, where participation in English Learning Support (ELS)—primarily teacher-led and Japanese-medium—remains stagnant, with students favouring alternative on-campus services (Konishi et al., 2024; Konishi, 2025).
Abstract section 4: Outcomes/results
Data from 424 participants reveal that support modalities significantly impact engagement. Peer-led immersive environments and peer-tutoring consistently outperform teacher-led services in NPS (+41.0 to +76.2). ELS remains a notable outlier, recording the lowest metrics. This underutilisation suggests a mismatch between its formal framework and student preferences. Findings indicate that engagement at University A is driven by social-communicative value, or potentially by ‘normative pressure’ (Thomas & Tigler, 2019), where help-seeking is influenced by the perceptions of peers, family, and significant others. Further research is required to determine the socio-cultural barriers and normative factors influencing the persistent underuse of ELS.
Abstract section 5: References
Konishi, H. (2025). Help-Seeking and Service Use in English Learning Support: Insights From a Questionnaire Study, JASAL Journal 6(1), 3–28.
Konishi, H., Kikuchi., Y., & Kurakane, L. (2024). Improving student awareness and usage of the learning support desk: A case study, The Journal of Kanda University of International Studies, 36, 79–96. https://kuis.repo.nii.ac.jp/records/2000071
Martín-Arbós, S., Castarlenas, E., & Dueñas, J. M. (2021). Help-seeking in an academic context: A systematic review. Sustainability, 13(8), 4460. https://doi.org/10.3390/su13084460
Reeve, J. (2022). What it means to ‘take ownership over one’s own learning’ in a self-determination theory analysis. In J. Mynard & S. J. Shelton-Strong (Eds.),Autonomy support beyond the language learning classroom: A self-determination theory perspective (pp. 31–43). Multilingual Matters. https://doi.org/10.21832/9781788929059-005
Thomas C. L., & Tagler M. J. (2019). Predicting academic help-seeking intentions using the reasoned action model. Frontiers in Education, 4(59). https://doi.org/10.3389/feduc.2019.00059
Abstract section 3: Content/method
The study utilised a quantitative survey design involving 424 students at University A. Data were collected regarding seven distinct services, including LPP, peer tutors, and the common space. We calculated Customer Satisfaction (CSAT) scores based on a 7-point Likert scale and measured student advocacy using Net Promoter Score (NPS) methodologies to map student sentiment and service utility.
Abstract section 2: Contribution/research questions
This research aims to bridge the gap between support availability and student participation. The study investigates two primary research questions:
How do students evaluate their satisfaction with various English learning support services?
To what extent do students advocate for these services (Net Promoter Score), and how do these metrics correlate with their usage patterns, particularly comparing teacher-led versus peer-led environments?
| Title | Bridging the Gap: Student Engagement with English Support |
|---|---|
| Teaching Context | College and university education |