In this study, the author visited a university English language institute in Australia to observe how independent language learning is promoted through interviews with a senior manager of the institute and an Independent Learning Center (ILC) coordinator and a survey to the English for Academic Purpose (EAP) course students. The author was first focusing on what kind of effort each teacher or Self-Access Learning Center (SALC) staff make to promote language leaners’ autonomy. However, she ended up finding out that it was not only teachers’ level of effort but also independent learning was promoted as one of the university’s graduation learning outcomes (GLOs) and EAP course’s unit learning outcomes (ULOs).
