Evaluating a Self-Access Learning Centre: A Self-Determination Theory Perspective Jo Mynard and Scott J. Shelton-Strong, Kanda University of International Studies, Japan In this paper, we will describe a research project designed to evaluate a large self-access learning centre (“the SALC”) in our university in Japan (http://kuis8.com). We investigate the extent to which autonomy-supportive conditions exist for fostering English language use in the SALC from multiple perspectives, within an ongoing process that is envisioned to take several years. We begin by exploring the views of the student users, and also the team of learning advisors (LAs) who work full time in the SALC. Context The context for the study is a small, private university located in Japan, which specialises in foreign languages and cultures. The majority of students are Japanese nationals who are majoring in English or other languages, and all students are required to take some English courses. In order to support the use and study of English, and also promote language learner autonomy, students are all encouraged to use the large, purpose-built SALC. The SALC provides various kinds of learning spaces, a professional learning advising service, workshops, credit courses, and a range of regular events and learning communities. Although attendance at the SALC is optional, over 1000 students use the SALC each day. We (the two authors) are members of the team of 11 learning advisors working full time in the SALC. Research framework Our research framework is based on a self-determination theory (SDT) perspective (Deci and Ryan 1985). SDT is a broad framework for the study of human motivation and well-being and within this framework, there are six sub-theories. One of these is Basic Psychological Needs