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Search Results: 1 - 10 of 14064 matches for " self-access centre "
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Self-Access Language Learning: Students’ Perceptions of and Experiences Within this New Mode of Learning
Herrera Díaz Luz Edith
Profile Issues in Teachers` Professional Development , 2012,
Abstract: With the aim of fostering autonomy in learning, both innovations, the self-access centre and the mode of learning derived from it, were adopted in the context of the study (Language Centre in the University of Veracruz, Mexico). Based on a case study, I have adopted a qualitative perspective to do this research, which aimed to know how the students undergoing this new English learning mode perceived it and what their experiences were within the no-class courses. The purpose of this article is to present the main themes that emerged after gathering the data for this study. It concludes with suggestions for a more contextualized and critical adoption of innovations in the English as a Foreign Language arena. En el contexto de este estudio (Centro de Idiomas de la Universidad Veracruzana, México), y con la finalidad de promover la autonomía en el aprendizaje, se adoptaron dos innovaciones: los centros de autoacceso y el aprendizaje de lenguas en ellos. Basándome en una investigación realizada con el fin de conocer cómo perciben y experimentan los estudiantes esta nueva modalidad de aprendizaje de inglés, el propósito del presente artículo es mostrar los principales temas que surgieron a partir de la colecta de datos. El estudio concluye con la sugerencia de que la adopción de innovaciones en el terreno de la ense anza de inglés como lengua extranjera se haga de manera más contextualizada y sea más crítica.
Enhancing User Identification with the Independent Learning Centre at Sung Bin Home for Girls
Elton LaClare
Studies in Self-Access Learning Journal , 2011,
Abstract: The Independent Learning Centre at Sung Bin Home for Girls is a language and life skills learning environment for girls between the ages of 8 and 18 who reside at Sung Bin Orphanage in Gwangju, South Korea. Although initially learners exhibited a great deal of enthusiasm for the centre, over time interest faded to the extent that many ceased to be regular users. This article describes the efforts of volunteers and orphanage staff to revive interest through a community art project intended to enhance learner identification with the centre. In addition to highlighting the importance of collaboration among stakeholders, the article asserts that undertakings of the type described here should be seen as part of an on-going process of maintaining engagement.
Le centre de langues : le rêve et la réalisation The self-access centre: The dream and its fulfilment
Peter Prince
Recherche et Pratiques Pédagogiques en Langues de Spécialité : Cahiers de l'APLIUT , 2012, DOI: 10.4000/apliut.280
Abstract: Bien que chaque Centre de Ressources en Langues (CRL) soit spécifique, fa onné par un contexte local, la plupart d’entre eux partage des caractéristiques communes. Cet article dresse le bilan d’un CRL ‘typique’, en ce sens que le projet de le créer et de le faire évoluer se situe dans un contexte général dans lequel de nombreux CRL se reconna tront. Parmi les aspects les plus fréquemment rencontrés dans la mise en uvre d’un projet de CRL, appara t une certaine frustration engendrée par le sentiment de devoir se débrouiller seul avec les moyens du bord. Les prises de décision et les politiques adoptées dans le milieu universitaire sont rarement propices à une démarche planifiée et méthodique. Toutefois, la motivation que suscite chez le personnel d’un CRL la réalisation d’un projet innovant peut suffire à surmonter les obstacles. Si la réalité correspond rarement à la vision de départ, il importe de ne pas perdre celle-ci de vue pour que le CRL continue d’évoluer. Although each self-access centre (SAC) is specific, shaped by a local context, most of them share certain features. This article sums up the experience of a ‘typical’ SAC whose creation and development took place within a general context recognisable by many SACs. Among the aspects commonly found when setting up a SAC is a certain frustration caused by the feeling that one has to muddle through on one’s own with limited means. The decision-taking process and the policies adopted in universities are rarely conducive to a planned or methodical approach. However, the motivation of the SAC staff to fulfil an innovative project can overcome the obstacles. If the reality rarely corresponds to the initial vision, it is important not to lose sight of the vision so that the SAC continues to develop.
Self-Access Language Learning: Students' Perceptions of and Experiences Within this New Mode of Learning Aprendizaje de idiomas mediante la modalidad de autoacceso: percepciones y experiencias de los estudiantes
Luz Edith Herrera Díaz
Profile Issues in Teachers` Professional Development , 2012,
Abstract: With the aim of fostering autonomy in learning, both innovations, the self-access centre and the mode of learning derived from it, were adopted in the context of the study (Language Centre in the University of Veracruz, Mexico). Based on a case study, I have adopted a qualitative perspective to do this research, which aimed to know how the students undergoing this new English learning mode perceived it and what their experiences were within the no-class courses. The purpose of this article is to present the main themes that emerged after gathering the data for this study. It concludes with suggestions for a more contextualized and critical adoption of innovations in the English as a Foreign Language arena. En el contexto de este estudio (Centro de Idiomas de la Universidad Veracruzana, México), y con la finalidad de promover la autonomía en el aprendizaje, se adoptaron dos innovaciones: los centros de autoacceso y el aprendizaje de lenguas en ellos. Basándome en una investigación realizada con el fin de conocer cómo perciben y experimentan los estudiantes esta nueva modalidad de aprendizaje de inglés, el propósito del presente artículo es mostrar los principales temas que surgieron a partir de la colecta de datos. El estudio concluye con la sugerencia de que la adopción de innovaciones en el terreno de la ense anza de inglés como lengua extranjera se haga de manera más contextualizada y sea más crítica.
The Importance of Affective Factors in Self-Access Language Learning courses
Sergio Valdivia,David McLoughlin,Jo Mynard
Studies in Self-Access Learning Journal , 2011,
Abstract: In this short summary, we investigate the importance of learners’ emotional involvement in self-directed learning. We begin by briefly examining the literature related to affective factors in self-access language learning. We then describe two examples of institutions with self-access centres that place particular importance on affective factors in courses of self-directed study. The first example is in a university in Japan, where affective strategies are introduced through self-directed learning modules. The second example is in a university in Mexico, where educators are investigating how feelings about self-access language learning can change over time.
Editorial (special issue on CALL, e-learning and m-learning)
Jo Mynard
Studies in Self-Access Learning Journal , 2011,
Abstract: Technology has, in one form of another, been a part of self-access learning since the very first self-access centres (SACs) of the 1980s. Some of the better-funded centres featured elaborate listening and recording machinery and (occasionally) early personal computers. Early software programmes and language-learning websites available for self-access use tended to be aimed at individual study, initially following the language lab model, and were often designed to teach or test discrete language points. Of course, in 2011 programmes aimed at individual study do still exist and certainly have a place in self-access learning, particularly if a learner has identified a target language area that the software or website covers. However, in this special issue we go beyond language learning software and look at tools and technologies currently available to the learner as self-access resources.
Editorial
Jo Mynard
Studies in Self-Access Learning Journal , 2012,
Abstract: This is the ninth issue of the journal and the first one that is not a special issue. The editors felt that it was appropriate that having some general issues might attract submissions on emerging interest areas within the field of self-access learning.The papers in this issue can be grouped roughly into three themes:Theme 1: How do students learn best through self-access?Theme 2: Self-access resourcesTheme 3: Advising
Some self-access principles
Lucy Cooker
Studies in Self-Access Learning Journal , 2010,
Abstract: In this article, I will describe how the Self-Access Learning Centre (SALC) at Kanda University of International Studies (KUIS) was established, and discuss some of the personal philosophies of self-access centres (SACs) and self-access learning that I have developed over the eight years of being associated with this centre.
JASAL Forum 2011: Growing Trends in Self-Access Learning
Azusa Kodate
Studies in Self-Access Learning Journal , 2012,
Abstract: The annual JASAL forum was held in Tokyo in 2011 in keeping with the theme of the JALT 2011 conference, ‘Teaching, Learning, and Growing’.Drawing on the theme of this year’s JASAL forum, ‘Growing Trends in Self-Access Learning’, several different trends emerged from the two paper and five poster presentations that illustrate the ongoing growth of the field. Contents of the presentations varied widely from an administrative operation of a self-access centre (hereafter SAC) to research findings about SAC users. Having approximately 45 people including presenters at the forum, active discussions in which they shared ideas and professional practices were generated. One of the common points which emerged in the forum was that the form of learning that SACs provide is becoming more accepted and valued by educational institutions, and this has led to an increase in the number of SACs nationwide in Japan. Against this background, three themes were evident in the presentations given at this year’s forum: focusing on the physical learning environment, providing easier access to learners, and supporting learning processes.
Enhancing a Self-Access Website
Troy Rubesch
Studies in Self-Access Learning Journal , 2010,
Abstract: Since July of 2009, the Self-Access Learning Center (SALC) at Kanda University has maintained a student-oriented Let’s Study English website (accessible at http://elisalc.org). The website acts as an extension of the physical space of the SALC, supporting the Center’s commitment to student access to information and materials which suit individual students’ learning needs, abilities and preferences. It also widens the learning environment- enabling students to access SALC information and resources virtually anywhere at any time. Lastly, it helps promote a community of language learners, encouraging student involvement in Learning Center activities.
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