Self-Access Centers: Maximizing Learners’ Access to Center Resources

McMurry, Benjamin L.; Tanner, Mark W.; Anderson, Neil J.

doi:10.37237/010204

Cited by 15 publications

(20 citation statements)

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“…Their unwillingness in using the centre might be due to the lack of orientation on the use of Centre among students of the Institute or the mismatch of the materials and facilities provided and the ones required. What is suggested for this issue is that the Centre should provide more orientations on the use of materials and facilities as orientations could "heighten students' awareness of resources in the center, thereby allowing them the opportunity to make greater use of these materials" [20]. In addition, an integration of students, ESL teachers and specialists in the development process of the Centre is essential.…”

Section: Discussionmentioning

confidence: 99%

Self-Access English Learning Needs: Student and TeacherPerspectives

Choi¹

2012

IJEEEE

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The concept of self-access learning has been widely promoted and implemented in the higher education arena around the globe. As a result, the establishment of the self-access centre can be found in nearly every institute. The review of this paper emphasizes on the importance of needs analysis in the development of self-access learning materials and tasks by including different stakeholders, such as students and teachers, in the process. The purpose of this study is to find out the perceptions that a group of second language (ESL) learners and instructors have of their/students' English skills and learning needs for self-access English learning. A total of 110 ESL students majoring in different academic fields and 6 English instructors participated in the questionnaire survey of this study. Among them, 20 students and 4 instructors were invited to attend in-depth interviews to provide further information. Survey and interview information included respondents and interviewees' perceptions or evaluations on two major areas: English skills and learning needs. The results show there are both discrepancies and similarities of perceptions between students and instructors on English skills and learning needs. Finally implications for the present context are provided.

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Section: Discussionmentioning

confidence: 99%

Self-Access English Learning Needs: Student and TeacherPerspectives

Choi¹

2012

IJEEEE

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“…In addition, the class time might not offer the learners equal opportunity to practise their language. McMurry et al (2009) state that the primary role of a SAC is to facilitate autonomous learning. Furthermore, Sheerin (1997) demonstrates that catering for individualisation is one of the reasons for the emergence of the SAC.…”

Section: The Language Classroom and The Sacmentioning

confidence: 99%

“…Accordingly, establishing SACs in schools and universities, which aim to promote learner autonomy, would be effective. The centre will provide learners with a wide variety of pedagogical learning materials which will complement the learning taking place in the classroom (McMurry, 2009). Furthermore, these materials will accommodate learners of different levels, styles, goals and interests (Crottell, 2001).…”

Section: The Language Classroom and The Sacmentioning

confidence: 99%

A self-access learning facility in a Libyan University

Msimeer

2015

FAJ

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“The introduction of Self –Access Language Learning (SALL) requires change in the roles of learners, teachers and institutions.” (Gardner and Miller, 1999, p.13). SALL is a concept which has developed as a result of the promotion of autonomous learning which takes place without the teacher’s control. Nevertheless, establishing SALL in any educational institution will require the institution to be aware of the abilities and constraints that it has. Furthermore, getting the teachers and the students involved in this will necessitate change to their traditional roles. In this article I will focus on SALL and how its application can change the roles of the institution, teachers and students. The article has two phases: theoretical and practical. The theoretical phase deals with the definition of SALL , the relationship between the SALL and the belief of autonomy, the existence of the self access centre (SAC) and the change of roles while the practical phase presents a simple design of a SAC in a Libyan university .

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“…In this role it was firstly established in CRAPEL (Centre de Recherches et d'Applications Pdagogiques en Langues) at the University of Nancy, France (Gremmo and Riley, 1995). Since then, it has been developed in such locations as the United States, throughout Europe, Asia, and elsewhere around the globe (McMurry, Tanner, Anderson, 2010). As a consequence, SALL has finally become an interesting topic for study by many scholars up to the present time.…”

Section: Introductionmentioning

confidence: 99%

Integrating websites to self access language learning: a strategic way to facilitate the autonomous learning

U.S

2019

LKS

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Up to this present time, self access language learning (SALL) has become an interesting topic for study. Many scholars have devoted their attention to the study on this topic that many of their papers are published in Studies in Self Access Learning journal. Though many studies have discussed this topic, the websites that can be integrated into SALL as a strategic way to ficilitate the autonomous learning remains underresearched. This paper is based on a research looking at the integration of websites into SALL from the perspective of SALL materials in an online SALL centre. It looks at which English language skills are offered as SALL materials and which websites provide SALL materials. The data concerning these two themes were collected from the online visit to to Self Access Centre and INdependent Learning (SACIL) set up at the University of Waikato. SALL materials in SACIL include general language skills, grammar, reading, listening, speaking and pronunciation, writing, punctuation, vocabulary and spelling, IELTS, and study skills and exam preparation which are linked to a large number of websites. With these website-based SALL materials, the learners over the world can finally practice their skill autonomously.Key words: website, self access laguage learning, autonomous learning.

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Self-Access Centers: Maximizing Learners’ Access to Center Resources

Cited by 15 publications

References 0 publications

Self-Access English Learning Needs: Student and TeacherPerspectives

Self-Access English Learning Needs: Student and TeacherPerspectives

A self-access learning facility in a Libyan University

Integrating websites to self access language learning: a strategic way to facilitate the autonomous learning

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