Abstract
The Teaching Resources Center (TRC) was developed at the university as an integrated project funded by the Ministry of Education. The focus of the TRC is not only on enhancing students' motivation in self-access study and written English, but also on providing the resources for research and information to develop lifelong learners and independent researchers. The teaching and learning goals were realized by the project's three sub-programs: (1) several workshops and a symposium were held on the methodology of providing and using resources in teaching research; (2) the Adaptive Instruction Program was assisted by outside reading; (3) a Teaching Resources Center was established to integrate resources to enhance an environment for practicing written English. Data was collected using qualitative and quantitative methods and used to analyze the effectiveness of implementation. Generally, it was shown that teachers want to take part in quantitative, practical, hands-on research in the hope of understanding specific examples. Similarly, many teachers are positive about outside reading and online written evaluations, whereas students' attitudes need further encouragement and support from teachers to implement future lifelong learning.
Highlights
Literature ReviewThe categorical definitions presented here give some distinctive features for teaching, reading, writing, and researching needs for both teachers and students
Introduction integrate the SelfAccess Center (SAC), Writing Center, classics reading resources, Teaching Website and platform, as well as research resources for supporting a variety of needs for school teachers and students
This paper presents an analysis of a needs survey that, on the one hand, focuses on student perspectives on how to apply online writing and classics reading resources offered by the Teaching Resources Center (TRC) and, on the other, emphasizes the resources and activities for assisting teachers with independent research
Summary
The categorical definitions presented here give some distinctive features for teaching, reading, writing, and researching needs for both teachers and students. If we want to make the TRC acceptable to most teachers and students, the role it plays will have an important influence on the effectiveness of this project. It is essential to identify the academic needs of teachers and students when we design a teaching resource center and construct a learning environment. Activities at the center will provide a solid foundation for the values, needs, and support of teachers and students. As Lepetit and Cichocki [13] point out, needs-assessment surveys have contributed the first step to successful organizations and programs. Adult English learners enter school with specific expectations for English language learning, and need-assessment plays an important role in understanding those expectations
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