Framing the Picture: A Preliminary Investigation into Experts’ Beliefs about the Roles and Purposes of Self-Access Centres

Diego Navarro

doi:10.37237/050102

Abstract

This paper presents results from phase one of a large-scale, two-phase research project investigating self-access centre (SAC) experts’ (Centre Directors; Centre Managers; Centre Coordinators; Learning Advisors) beliefs about the roles and purposes of SACs. The project adopts both the fundamental assumptions and approaches of learner belief studies in SLA and teacher cognition research in education. However, it examines neither learners nor teachers; instead, all the participants are SAC practitioners. Phase one of the study begins by surveying, through an online questionnaire, the different beliefs these practitioners have about self-access learning and SAC practice. This paper describes how the data was collected and analysed, as well as selecting a few interesting findings to highlight the value of conducting beliefs study on SAC experts. The findings reported in this paper need to be triangulated with follow up interviews (phase two) in order to construct a more accurate understanding of the beliefs held by the participants. Therefore, any conclusions or implications regarding the relationship between practitioners’ beliefs and SAC practice remain incomplete. Nevertheless, the findings from phase one provide an insightful preliminary picture of the diversity of both practice and practitioner from SACs across the world and open up a valuable avenue for further discussion.

Highlights

This research was originally designed to investigate learners’ contributions to selfaccess centres (SACs)
The rationale was that while language education has shifted to a more learner-centered approach. Both of which argue for increased learner involvement and control throughout the language learning process), learner input in the day-to-day and big-picture management of self-access centre (SAC) seemed neglected, or at the very least, limited
While most of the participants were trained educators, there were responses from ‘Centre Managers’ (Gardner & Miller, 2011, 2013) and ‘Centre Coordinators’, key figures in the day-to-day running of SACs who are not necessarily trained educators but do play pivotal roles in shaping SAC policy

Summary

Introduction

This research was originally designed to investigate learners’ contributions to selfaccess centres (SACs). The rationale was that while language education has shifted to a more learner-centered approach (reflected in the growing interest in self-access learning and learner autonomy – both of which argue for increased learner involvement and control throughout the language learning process), learner input in the day-to-day and big-picture management of SACs seemed neglected, or at the very least, limited. These limits were partly reflected in the literature on self-access. While there are numerous studies on self-access learning (e.g. Cooker, 2010; Gardner & Miller, 1999; Gremmo & Riley, 1995; Sheerin, 1991), outside of a few investigations (Aston, 1993; Malcolm, 2004), there is little research examining learner involvement in SACs

Methods

Discussion

Conclusion