Abstract
This study investigated whether and to what extent an English Language Voluntary Intensive Independent Catch-up Study (ELVIICS), a Self-Access Language Learning (SALL) programme, was effective in helping first-year Greek-Cypriot students fill in the gaps in their English language learning and come closer to the required language competence level of the Common European Framework of Reference (CEFR) B1 level. It also examined students’ perceptions of such learning. The students followed the ELVIICS at their own pace, time and space until they felt they had reached the aimed level. Analysis of the achievement test results revealed that students’ language competence improved and reached the required level. Additional quantitative data also revealed that students felt ELVIICS also helped them improve their self-confidence, computer skills and autonomous learning. Moreover, students claimed that ELVIICS assisted them in getting through and successfully completing their compulsory course.
Highlights
In many universities, language centres and language resource centres, there are programmes offered to students with independent or autonomous learning components integrated in them, or as self-study or independent study programmes
Self-Access Language Learning (SALL) SALL is based on the theory that foreign language learners learn better if they have a say in how they learn, for example, in choosing from among different resources that are available during independent study (Klassen, Detaramani, Lui, Patri, & Wu, 1998)
All students were in favour of the programme continuing because, as argued, it generally helped them improve in English (86%) and helped their self-confidence (36%), Information and Communication Technology ICT skills (27%) and autonomous learning (18%)
Summary
Language centres and language resource centres, there are programmes offered to students with independent or autonomous learning components integrated in them, or as self-study or independent study programmes. SALL is most often conducted in a self-contained learning environment or self-access centre These provide independent study programmes, which come in the form of readily accessible materials, some sort of support or guidance, either through answer keys or counselling, and are supported by new technologies (Dickinson, 1987). In this environment, students are given the opportunity to actively participate in their learning rather than receiving teaching passively. According to Klassen et al (1998), in these student-centred environments students take responsibility for their own learning in the following manner: In this student-centred environment students basically set their own curriculum They analyse their strengths and weaknesses and clarify their objectives. It is evident from the existing literature that there is a need for further experimental research on SALL, on the systematic development of SALL self-access programmes, their effectiveness, and how students perceive them
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