Implementing a Language Learning Advising Service at a Self-Access Center in Cambodia

Abstract

This article discusses the implementation of a language learning advising service at a self-access (SAC) center in Cambodia. The SAC was opened in 2011 at a language school in Phnom Penh as a way to provide learners with additional English language learning resources and to promote learner autonomy. While it was somewhat successful in meeting these objectives, an evaluation in late 2014 revealed that the SAC’s full potential was not being realized. In particular, support for learners was lacking, and interaction in the SAC was limited. After meetings between various stakeholders, it was agreed that a language learning advising service should be implemented. This decision has resulted in a number of ongoing developments: Cambodian English teachers have been designated as advisors; they have received training in language learning advising; and learning plans have been developed. The language learning advising system was trialed for one 10-week term, and the newly trained language learning advisors (LLAs) completed surveys about their advising experience. While the responses to these questionnaires showed that LLAs generally have a positive attitude toward advising, they also revealed a number of important areas for development.

Learners’ Work in a SALC: A Longitudinal Study

“…• Advising in SACs (Harootian, 2015;Kato & Mynard, 2015;Morrison & Navarro, 2012;Mynard & Carson, 2012;Mynard & Navarro, 2010;Tweed, 2016;Uzun, Karaaslan, & Şen, 2016);…”