Self-access Learning Research Articles

The Self-Access Language Learning Centre, University of Abertay Dundee: history of a project

The Self-Access Language Learning Centre, University of Abertay Dundee: history of a project

Le français langue de spécialité dans l’enseignement supérieur en Grande-Bretagne

The development of the context in which French for Special Purposes is taught in British higher education concluded in the 1990s with rapid expansion of the university sector (suppression of the binary line), expansion of self-access learning (for financial, technological and methodological reasons), modularisation of the curriculum to increase flexibility, Europewide concerns (ERASMUS. LINGUA, work mobility), and above all student-centred learning and the creation of " Languages for All" or " Institution-Wide Language Programmes". French for Special Purposes teaching is expanding rapidly, but is subject to constraints, especially financial ones, which threaten its effectiveness.

Teacher off: Computer technology, guidance and self-access

Self-access in general, and computer applications in particular, can easily fall into the traps of either leaving learners too much alone, overwhelmed by information and resources, or directing them too much by transferring lockstep classroom methods to organization systems and programs. Neither alternative is desirable, for learners cannot be autonomous unless they have the ability to make meaningful choices. This paper focuses on three aspects of computer technology which allow learners to develop both cognitive and metagognitive skills that facilitate their autonomy. The first area has to do with database organization of materials in a self-access facility; this alternative offers multiple entry points for users. The second area is computer-assisted language learning and the importance of incorporating learner training elements in order to make it less directive. The last aspect is the use of menus to organize computer programs and files. In each case arguments are made to move self-access learning away from traditional applications in order for the technology to neither control nor ignore the learner. The aim is for technology to play the important role of guide.

The Use of Video Sequences and Interactive Video in the Self-Access Learning Center

The Use of Video Sequences and Interactive Video in the Self-Access Learning Center

A study of student attitudes toward call in a self-access student resource centre

It was originally assumed that the proclivity of Arab students for rote learning and their unfamiliarity with technology would preclude their spontaneous use of a student resource centre; however, student use of the centre, and particularly of the computers there, was greater than expected. This article deals with factors in this outcome, i.e. the philosophy on which CALL development was based, the programs used, and student attitudes toward using the computers for self-access learning. In particular, it was found that the students in this survey enjoyed using computers to study English and that they experienced little difficulty or confusion in doing so. In addition, they felt that they were improving their English by using the computers, and that their ability to use computers improved with time. Furthermore, they thought that using computers was important to them, and their attitudes became increasingly positive the more they used the computers.

Individual Learning in a Langauage School Context - Why? What? How?

The role of the ESL teacher is explored in this discussion of individualization in self-access learning centres.

Decision-Making between Online and Frontal EFL Courses

This research provides an understanding of how Western Galilee College (WGC) students decided which course delivery format to take i.e., online self-access learning vs. face-to-face (F2F) for a mandatory academic English course. The current study investigated the compatibility or incompatibility of the online course initiatives to the students’ decision-making behaviours. For the study, interviews as well as a questionnaire before the final department-wide exam were utilized. Moreover, information concerning learning outcomes (final course grades) for all students registered in English as a Foreign Language (EFL) courses was received from the WGC IT department. In general, the study found that WGC students emphasized the technical aspects (price, convenience, flexibility) instead of the essential aspects of the course (personalization, quality of learning, success in the course) in choosing a virtual course over a F2F format. Additionally, in the selection process, these students did not consider the uniqueness of an English course (as a language course) and its relative lack of suitability in the virtual format. Moreover, the students did not rely on professional consultation to weigh the suitability of the online course for them. Finally, students’ grades at the end of the English course were remarkably lower in the online course than in the traditional courses. Based on the evidence presented, it can be concluded that language classes are not always suitable for an online delivery platform. The results of this research will have ramifications as to how to tailor future English courses to the students’ learning needs.