Towards Greater Individualization and Process-Oriented Learning Through Electronic Self-Access: Project “e-daf”

Abstract

Research in cognitive psychology and second language learning has underlined the significance of learners’ cognitive processes and individual preferences in language learning. Helping learners to be aware of these processes and preferences has in fact become an important methodological principle of language teaching. Advances in information and communication technologies (ICT) have made it possible to offer a wide range of interactive language exercises and self-access learning materials in the Internet. This paper will provide a brief description of “e- daf ”, the Virtual Self-access Centre for German as a Foreign Language at the National University of Singapore, its objectives and structure. Using selected examples of interactive exercises and resources from “e- daf ”, it will introduce five essential design principles and explain how these principles can be applied to enable greater individualization and process-orientation with the ultimate aim of promoting autonomous learning.