Needs Analysis: Investigating Students’ Self-directed Learning Needs Using Multiple Data Sources

Self Cite

If key aims of a SALC are to support learners and promote language learner autonomy, then the curriculum is an important tool in order to ensure that this is being systematically addressed. After explaining the context of the Self-Access Learning Center (SALC) at Kanda University of International Studies in Japan, the authors will briefly describe the self-directed learning curriculum, its evolution, and approaches to its evaluation. The development, implementation, and evaluation of a SALC curriculum is not straightforward as there may be political, financial, and technical challenges. However, with planning, persistence, and a gradual approach, a SALC curriculum can eventually become an integral part of a university program. Although the journey of this particular SALC is far from complete, charting its development so far could provide encouragement for SALC managers elsewhere, whose SALC curriculum may be at different stages of development.

Section: Contextmentioning

confidence: 99%

mentioning

confidence: 99%

Promoting Learner Autonomy and Self-Directed Learning: The Evolution of a SALC Curriculum

Mynard

Stevenson

2017

Self Cite

“…The ELLC aims to develop self-directed language learning skills in order to promote language learner autonomy. The content draws on the literature in the areas of learner autonomy, self regulated learning and self-directed learning and is based on our students' needs (see Thornton (2013) and Takahashi et al (2013) for details). The broad learning outcome areas are as follows (see Takahashi et al 2013 for specific details):…”

Section: An Example Evaluation Projectmentioning

confidence: 99%

Looking Backwards and Forwards: Evaluating a 15-Year-Old SALC for Continued Growth

Mynard

2016

Self Cite

This reflective article gives an overview of how a self-access learning centre (SALC) in Japan approaches its ongoing evaluation. The author shares some retrospective evaluation approaches and also provides a description of a micro-evaluation as an example. The article concludes with some thoughts about two alternative approaches, one future-looking and one predictive, that might help a SAC to move into new directions.

“…In addition to the questionnaire results, it was also thought necessary to consider the results of the recent SALC Curriculum Project needs analysis study. In this study, there were six areas that students stated that they needed knowledge of to succeed in their studies (Takahashi et al 2013):…”

Section: Needs Analysismentioning

confidence: 99%

Considerations in Developing a Peer Mentoring Programme for a Self-Access Centre

Curry

Watkins

2016

The paper outlines a peer mentoring programme at tertiary level in Japan, where it is still an uncommon practice. It will explain the context and reasons for its introduction; namely, expanding the range of services of a busy self-access centre. It will then describe what services we wish the mentors to provide which are compatible with the aims of the centre, and what skills we believe the mentors should possess, and what they need to be trained in to successfully deliver the service. It will then describe the research opportunities which this programme should provide.