Language Learning and Teaching in the Self-Access Centre
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CrossRef Google Scholar. Chia, C. Google Scholar. Chinkumtornwong, S. History of CULI self-access centre. Darasawang, P. The combined reports on the setting up of self-access English language centres for ten community colleges. Prescott ed.
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Macmillan Publishers Limited. Barfield and N. Department of Education Evaluating the utility of the language learning and teaching development centres Publication No. Dickinson, L. Gardner, D. Cambridge: Cambridge University press. System Volume 36, Issue 2 , June , Pages Author links open overlay panel Bruce Morrison.
Abstract This paper discusses the role of the self-access centre SAC in tertiary language learning and teaching, a role which has developed out of the changes that have occurred within the disciplines of Applied Linguistics and Education as well as from wider changes in technology and society itself. Keywords Self-access language learning. The technological environment and rapid communication available to learners and teachers were familiar to many of the centre managers at the Wuhan symposium.
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This includes utilisation of such modes of learning and teaching as: flipped classrooms, blended learning, web-based learning, massive open online courses MOOCs , and collaborative learning situations. With the increasing move towards blended, online learning, and distance learning evident in institutions today, there may also be an increasing need for enabling learners to learn how to learn, and to increase their metacognitive awareness, including how to plan and monitor their learning.
Paradoxically, while going virtual, non-virtual skills may be more necessary. There is also a viewpoint that social factors in learning may now be even more important in helping encourage student involvement and engagement, to create situations where students help each other to learn enjoyably and effectively.
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- Teaching technologies: setting up self-access centres | Onestopenglish;
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A noteworthy facet within the learner-centred approach advocated and used by advisors for several decades is one-to-one advising sessions with learners, whether this be online or face-to-face. Indeed, the spin-off benefit of building positive relationships was considered one of the most important outcomes of such advising in a recent conference project by Hobbs and Dofs This initiates a framework for social communication which encourages students to reflect on their own learning experiences, identify areas of need, and negotiate their own learning journey with the support of an expert.
Advisors can help activate this process through discussion, thereby empowering the learner to develop their own belief systems and thoughts about autonomy and independence. This input could maybe even inspire learners to change the way they choose to have responsibility for, and take control of, their learning. Through ongoing assistance and support, learners are nurtured within learning centres so they can be successful in their studies and have the autonomous knowledge and skills to manage their own learning effectively and efficiently, particularly when they are not in formal classroom teaching settings.
Through reading the papers in this special edition of SiSAL Journal, the editors hope that you will discover that SACs around the world are faced with similar challenges and that they have met these in a variety of different ways while experiencing continuous evaluation and transformation, either internally driven by the learning centres themselves, or externally driven, due to institutional imperatives.
Whatever the reason for these transformations and changes of practice, they create a rich variety and depth of autonomous learning support for an increasingly diverse student population.
Teaching technologies: setting up self-access centres | Onestopenglish
Her research interests are around self-access centres, autonomy, adjustment and study abroad. Moira Hobbs has worked within the education field for many years, the past seventeen of which have involved developing and managing a Language Learning Self-Access Centre at Unitec in Auckland, New Zealand. She has an MA Hon and her research interests encompass self-access and self-access centres, autonomy, and language learner advising.
Altshul, L. Advising by email. Vismans Eds. Benson, P. Measuring autonomy: Should we put our ability to the test? Sercu Eds. Bristol, UK: Multilingual Matters. Autonomy and independence in language learning. London, UK: Longman. Dam, L. Learners reflecting on learning: Evaluation versus testing in autonomous language learning. Datwani-Choy, D. Studies in Self-Access Learning Journal, 7 4 , Dofs, K. Lamb Eds.
- Self-Access Centre and Autonomous Learning Management: Where Are We Now and Where Are We Going?.
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Oxford, UK: Routledge. Dyer, W. Wayne Dyer quotes. Gao, A. Language teacher agency and identity commitment. Gardner, D. Managing self-access language learning. Best practice ideas for learner advising in New Zealand. Studies in Self-Access Learning Journal, 7 2 , Huang, J. Chinese Journal of Applied Linguistics, 36 1 , Hurd, S. Managing and supporting language learners in open and distance learning environments. Learner contribution in an open and distance language setting. Carson Eds.
Self-access: A framework for diversity
Kodate, A. Communities of practice as a source of professional development in advising for language learning. Kolb, A. Learning styles and learning spaces: Enhancing experiential learning in higher education. Lamb, T. Assessment of autonomy or assessment for autonomy? Evaluating learner autonomy for formative purposes. Little, D. Learner autonomy 1: Definitions, issues and problems. Dublin, Ireland: Authentik. Macaro, E. Learning strategies in foreign and second language classrooms.
London, UK: Continuum. Morrison, B. Evaluating learning gain in a self-access language learning centre.
Roles of Self-Access Centres in the Success of Language Learning
Language Teaching Research 9 3 , Mozzon-McPherson, M. The future of SACs. Murray, G.