| Summary: | Since the establishment of the Self-Access Learning Centre (SALC) at the University of Technology, Jamaica (UTech, Ja.), students, particularly those enrolled in academic writing modules, have been utilising it to improve their communicative competence. However, the centre has recently encountered various challenges, chief among which are the lack of resources and restricted access to students, pushing the centre to the brink of obsolescence. This led to a revisioning of the centre, a central part of which is the creation of a virtual learner-driven SALC that focuses on the key areas in English and writing that students find challenging. For such a centre to be effective, it needs to be founded on students' demographic, psychographic and behavioural traits. Using the results of a cross-sectional survey of 278 UTech, Ja. students, we present a learner profile of the typical student and the implications of such a profile for the creation of the virtual SALC. The results reveal that the typical student is teacher-dependent, extrinsically motivated and possesses low levels of academic exertion, low capacities for independent work and high levels of technology consumption. Based on this profile, heavy use of images, games and gamification elements, auto-rated activities, and interactive tutorials are central to the VSALC. © 2022 SiSal Journal. All rights reserved.
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