Peer-Led Activities at a Self-Access Center in Brazil

Abstract

A Self-Access Center (SAC) is intended to foster autonomy in the process of learning an additional language. Activities facilitated by students are an excellent alternative for students as they increase their teaching skills and confidence as speakers of their additional language. This qualitative study reports on the experience of two learners who led activities at the Autonomous Learning Support Base (ALSB), a SAC located at the Federal University of Pará in the Brazilian Amazon. The survey application, as well as the interviews conducted with both facilitators, encouraged them to reflect on their roles as SAC facilitators and helped them to overcome inner difficulties and insecurities.