Abstract
Self-access learning centres (SALCs) are spaces in which learners are provided with access to resources that can assist them in achieving their goals. Within the SALC at Kanda University of International Studies, there is a wide range of resources available to students. However, a prior in-house study (Yarwood, Lorentzen, Wallingford, & Wongsarnpigoon, 2019) indicated that the resources were not being fully utilised by the students. The aim of our intervention study was to explore how targeted discussion topics could be used in classroom settings to assist non-English major students in feeling supported in their autonomous use of English within the SALC context. Data were collected in the form of a post-intervention survey, and focus group interviews. The data were then analysed using Basic Psychological Needs Theory (BPNT), a sub-theory within Self-Determination Theory (Ryan & Deci, 1987). Our findings suggest that the intervention fostered feelings of competence in both students’ English abilities, and their ability for self-reflection. Feelings of competence combined with support from peers motivated a portion of students to increase their use of English within the SALC. While many students felt that the intervention had helped them to increase their use of English in the SALC, the majority of students were uncertain about the effectiveness of the intervention. We will present several possible reasons for these findings.
Highlights
Self-access learning centres (SALCs) are spaces in which learners are provided with access to resources that can assist them in achieving their learning goals
The SALC at Kanda University of International Studies (KUIS) has begun to explore the possibilities offered by SelfDetermination Theory (SDT) (Deci & Ryan, 1987) to better understand how we are supporting the autonomy of our language learners
Given that self-access learning contexts require learners to volitionally engage with the resources available, it was determined that the development of interventions may be beneficial in supporting learner autonomy
Summary
Self-access learning centres (SALCs) are spaces in which learners are provided with access to resources that can assist them in achieving their learning goals. The interactive relationship between the SALC, ELI and students Our SALC building is a large, two-story, open-plan complex designed to offer staff and students a range of learning environments from individual study spaces, conversation lounges; otherwise known as Yellow sofas, and ICT-equipped classrooms These classrooms act as bases for many of the ELI’s compulsory and elective English courses, while many of the SALC’s physical spaces are utilised for classroom presentations and the conversation and academic support services provided by the ELI (For more information see Burke, et al, 2018). SALC staff members, or Learning Advisors (LAs), offer support to students through advising sessions in which intentional dialogue is used to encourage learners to reflect, and take charge of their learning (Kato & Mynard, 2016) It is the role of LAs to support ELI teachers through SALC-orientations and classroom workshops on aspects of self-directed language learning. There is a highly interactive relationship between the SALC, the ELI, and the students
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
