The Relationship Between Independent Study Time, Self-Directedness, and Language Gain

Yukari Rutson-Griffiths,Arthur Rutson-Griffiths

doi:10.37237/110103

Yukari Rutson-Griffiths, Arthur Rutson-Griffiths

Open Access

https://doi.org/10.37237/110103

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Abstract

This paper examines the links between independent study time inside and outside a self-access centre, self-directedness and language gain. 71 university students taking English classes at a private university in Japan completed surveys of their typical weekly self-access centre usage, typical weekly independent language study time and the Self-Directed Learning Readiness Scale (SDLRS) survey, and these data were compared to changes in pre- and post-study Test of English for International Communication (TOEIC) reading and listening scores. The analysis showed that there were few statistically significant correlations between most of the data. The results suggest that SDLRS score predicts independent language study time and that language students with high self-directedness are less likely to require the support of a self-access centre. The authors recommend further research and that future studies use different measures of language gain that are criterion-referenced and cover more language skills, and examine the types of learning activities carried out rather than just the amount of time spent.

Highlights

A facility to support self-access English language learning called the Self-Access Learning Centre (SALC hereafter) was established in the authors’ institution in 2008 as part of the Bunkyo English Communication Centre to offer “personalized educational experiences and the opportunity for them [learners] to develop their capacities as autonomous language learners” (Bunkyo English Communication Centre, 2019)
There is no direct correlation between self-directedness and language gain, but self-directedness does correlate with total study time, which in turn correlates with language gain, albeit rather weakly
One may assume that more autonomous students utilize self-access services more often, it could be the case that learners with a high level of autonomy can carry out their independent studies outside the SALC without a lot of external support

Summary

Introduction

A facility to support self-access English language learning called the Self-Access Learning Centre (SALC hereafter) was established in the authors’ institution in 2008 as part of the Bunkyo English Communication Centre to offer “personalized educational experiences and the opportunity for them [learners] to develop their capacities as autonomous language learners” (Bunkyo English Communication Centre, 2019). To this end, the SALC offers a wide selection of materials, a language advising service, and promotional events for learners with various learning backgrounds and needs and at different levels of language proficiency and autonomy. It examines the correlation between 1) self-directedness and language gain, 2) self-directedness and independent study time, and 3) independent study time and language gain

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