Abstract

This study investigates the use of an American college library by English-as-a-second-language (ESL) students in a self-directed manner for the purpose of improving their English. The ESL students in this study engaged in language learning activities in the library in all four language skill areas: speaking, listening, reading, and writing. All of the participants were self-directed language learners, and several participants appeared to also exhibit language learner autonomy through awareness and reflection on their language learning activities in this setting. Findings suggest that self-directed language learners engage in browsing and recreational reading in the library as a way to improve their English, and that the manifestation of language learner autonomy in a library may be connected to content learning of English as a second language in this context. This exploratory study suggests that the library may serve as a fruitful venue for the further study of language learning issues.