Design and Management of a Self-Access Language Learning Space Integrated into a Taught Course

Sahar Alzahrani,Vicky Wright

doi:10.37237/070203

Abstract

This paper reports on the design and management of an online self-access language learning (SALL) space that was used with a group of Saudi medical students to complement classroom-based learning. The aim was to increase the opportunities for communication and language practice and, more specifically, to help develop the learners’ language learning autonomy (Little, 1999). In a pre-study, a questionnaire and a focus group were used to collect information about the students’ needs and interests in language learning. The design of this space was informed by the students’ feedback on their language learning needs and styles as recommended by Breen (1986) and Marsh (2012). Desire2Learn, a widely used virtual learning environment, was used to provide learners with an online self-access center because of the many features it has which would help learners to take control of their learning. The learning resources and online tools included instant messaging (IM), a news stream, access to a facilitator and other learning support, moderated discussions, videos, images, activities and quizzes, as well as links to external materials and to free self-access language learning resources. A description will be provided of how the materials, the tools, and the facilities were integrated within this space along with the justification for each of the elements. A look ahead to how this study could be extended for use with all learners enrolled in the medical scheme of the university will be discussed at the end of the paper.

Highlights

The increasing interest in learner autonomy and learner-centred approaches to learning and teaching have led to the need for learners to be exposed to new opportunities for language exploration and language use along with the need for the development of helpful learning strategies (Gardner & Miller, 2014)
The great investment made by different institutions in Self-access centres (SACs) reveals the importance given to the concept of self-access language learning (SALL) (Gardner & Miller, 2014)
This paper describes how different elements of SALL opportunities were selected, combined, and managed in order to support learners and to help foster their language learner autonomy

Summary

Introduction

The increasing interest in learner autonomy and learner-centred approaches to learning and teaching have led to the need for learners to be exposed to new opportunities for language exploration and language use along with the need for the development of helpful learning strategies (Gardner & Miller, 2014). Self-access centres (SACs) were largely developed in response to this need so that users could learn independently with access to appropriate facilities and resources and the guidance of the SAC manager, language advisors or teachers (Gardner & Miller, 1997). The great investment made by different institutions in SACs reveals the importance given to the concept of self-access language learning (SALL) (Gardner & Miller, 2014). Whether SACs are still seen as important is a question that has been posed more recently (Mynard, 2012; Reinders, 2012) This question should not be perhaps about the effectiveness of the, but about the need for the physical SACs as compared to virtual online learning spaces. A handful of the 45 SACs investigated in Reinders & Lázaro’s (2007) study used technology to its best effect

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