The Need for Optionality and Learning Guidance in Self-Access Audiovisual Language Learning Material

Abstract

This research set out to evaluate video material contained within the English learning coursebook English M1 which was designed for self-access use. English M1 is a Brazilian government-sponsored piece of material available for free. It is the first stage of a course that learners would complete independently, unmediated by a teacher. The audiovisual material included a short narrative and two aspects of this were chosen for evaluation: the learners’ perception of the language learning affordances of the episodes and how the story appealed to their interest. There is little research carried out on the post use of materials which draws on learners’ reports about how they engaged with self-access material. Retrospective evaluations, however, can generate relevant and learner-based criteria for future materials design. This research used semi-structured interviews to gather data about how the learners engaged with the videos, their reasons for doing things in the way they did and their opinion about the plot. Key findings included that self-access materials must provide learners with guidance concerning the affordances of the material and how it could be used as well as optionality in what is delivered for increased chances of relevance and engagement. The article ends with recommendations for the design of video material in self-access materials.