Adapting a Checklist of Materials Evaluation for a Self-access Learning Center in Japan

Atsumi Yamaguchi,Erin Okamoto,Katsuyuki Konno,Neil Curry

doi:10.37237/100403

Abstract

Materials evaluation calls for a systematic and principled approach. In reality, however, materials evaluation in language-learning self-access centers (SACs) is significantly lacking in good models. This paper reports on a project undertaken by SAC facilitators in Japan to investigate whether/how a pre-evaluation checklist developed a decade ago at a SAC in New Zealand (c.f. Reinders & Lewis, 2006) could be adapted to their target context. A mixed methods approach was employed where data was obtained via a Likert-scale questionnaire and follow-up interviews. The survey was adapted from Reinders and Lewis and enrolled 103 Japanese university students. The interviews were conducted to eight randomly selected survey respondents. Results show that the modeled checklist can be used as a basis with modifications allowing for contextual differences. The results suggest that Japanese learners of English value visually stimulating materials and require more guided support for them to effectively use materials beyond the classroom. The article provides an adapted checklist designed for Japanese learners of English as well as suggestions for future research.

Highlights

Self-access centers (SACs) have long taken an important role in English language education, in support of learner autonomy (Benson, 2011; Kato & Mynard, 2016)
The present study illustrated one attempt of adapting a self-access centers (SACs) materials evaluation instrument originally developed more than a decade ago in New Zealand to a current Japanese EFL context
It was revealed that materials providing clear instructions, the language level, a lot of practice as well as examples, feedback, easy navigation, and visual representation of materials are considered to be valued features of good SAC materials for Japanese EFL learners

Summary

Introduction

Self-access centers (SACs) have long taken an important role in English language education, in support of learner autonomy (Benson, 2011; Kato & Mynard, 2016). Established SACs, according to Gardner and Miller (1999), typically comprise of a stock of physical learning materials, as well as human resources (teachers/advisors/other learners), management systems, and other support. Whereas such elements are indispensable for SAC users, the quality of a SAC’s resources may have a significant impact on learning outcomes (Reinders & Lewis, 2005). Tomlinson (2013b) explains that whilst-use evaluation tends to be more “objective and reliable” than making predictions in pre-use evaluation, as teachers measure the value of materials while they are being used, or obtain information by observing materials being used

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