Self access language learning centers

From Wikipedia, the free encyclopedia

Self access language learning centers are educational facilities designed for student
learning that is at least partially, if not fully self-directed. Students have access to resources
ranging from photocopied exercises with answer keys to computer software for language
learning. These centers are an outgrowth of a style of learning that can go by several
names: learner-centered approach, learner autonomy orself-directed learning. These
centers exist primarily in Asia, Europe and North America. Use of such facilities and the
pedagogical theory they are based upon has its advantages and disadvantages. Proper use
can result in a feeling of empowerment and better learning outcomes, but getting to the
point where students and teachers can exploit them effectively can be problematic. For this
reason, the structure of established self access centers varies from completely student-
directed work with classroom immersion to those which provide primarily tutor or instructor
guidance for student work.

Contents
 [hide]

1 Definition
o 1.1 Examples of self-access centers
2 Advantages and disadvantages of implementing and integrating self-access learning
centers
o 2.1 Advantages
o 2.2 Disadvantages
3 Types of self-access learning centers
4 References
5 See also
6 External links

[edit]Definition

Self access language learning promotes the approach where students study independently
choosing from among different resources that are available. The theory behind this style of
learning is that students, especially foreign language students, learn better if they have say
in how they learn.[1] Self-access language learning is closely related to learner-centered
approach, learner autonomy and self-directed learning as all focus on student responsibility
and active participation for his/her own learning. [2] This style of instruction is most often
done in the setting of a self-contained learning environment or self-access center.

Self-access centers can be as simple as a classroom set aside with dictionaries and
shelves of paper-based exercises to state-of-the-art digital centers with various types of
computer- and Internet-based resources. What resources are available and how students
are guided to use them depend on the financial resources available and how much learner
autonomy an institution decides to give students. [3]

[edit]Examples of self-access centers

 The Multimedia English Learning Center at the National Kaohsiung First University of

Science and Technology in Taiwan has 60 computers, 2 service desks, 2 counseling
rooms and discussion areas with sofas and tables. It is divided into two sections: a self-
access program based on the university's intranet and self-directed learning materials
available in the facility. It has 3 pedagogical goals: 1) to support English courses by
reducing teacher workload 2) to make up for the limited time that large classes have for
listening and speaking and 3) to foster autonomy and self-directive study strategies
among students.[4]

 The Language Learning Center at Offutt Air Force Base, Nebraska USA offers holds

classes in 10 different language and provides self-learning materials in 57 languages.
The center also has 22 computers with access to online language classes as well as a
variety of self-paced learning materials. [5]
[edit]Advantages and disadvantages of implementing and
integrating self-access learning centers
[edit]Advantages

Some of the advantages of this form of learning is that students at the very least set the
pace of their work. Depending on the individual center, students can also set the level and
content of their work. Students can use these centers voluntarily or can have assignments
to complete there. The major advantage, therefore, is flexibility, with the purpose of giving
the students themselves the opportunity to tailor the course more to their learning needs
and styles than a more traditional mode of teaching. [1]

Use of multiple technologies in a more independent setting has been shown to improve
motivation and increase students’ ability to work independently by taking more responsibility
for their own learning. Students also report feeling more “empowered” by such modes of
instruction.[6]

[edit]Disadvantages

The major disadvantages of this mode has basically to do with the ability of both students
and teachers to adapt and integrate this method effectively. Many students are not used to
working independently, creating the need to provide guidance as to the use of this kind of
center, at least in the beginning.[7] One study reports that students do not seem to want too
much freedom in their use of technology. 73% reported that they preferred a regularly
scheduled lab time, with the facilitative presence of a teacher. Significantly less than half
reported that they preferred completely free access to the lab or to do work at home on their
own computer.[6]

For teachers, the 'letting go' of control can be equally disorienting and it may seem that
giving students such control depreciates teachers' skills and experience. [3] Traditionally,
teachers are used to being the center of student activity, controlling how, when and why
students do what they do. Students have been expected to work in "lock-step" with the
teacher orchestrating what students do to a very high degree. Teachers, in turn, rely on
textbooks that allow little variation. Use of self-access center materials steer students way
from the rigidity and "security" of this paradigm, causing teachers to lose their "all-powerful"
and "all-knowing" position. This can cause problems integrating a self-access center due to
political and institutional constraints.[8]

Other possible problems have to do with availability of physical resources. [3]

[edit]Types of self-access learning centers

Fully Independent Learning
In its most extreme form of self-directed learning, students set their own curriculum
and goals, self-accessing their progress. Teachers function only as "counsellors"
who give feedback after students evaluate their learning. [1]
Semi-Guided Learning
To address problems with student use of self-access centers, some centers make
tutors available to give academic and a kind of psychological support. Students may
or may not choose how self-directed or tutor-dependent they choose to be. While the
academic effectiveness of a semi-independent study course has not been proven,
student response to such a scheme in Hong Kong was very positive. [9]
Self-access center combined with English-language writing center
In several universities in Taiwan, several universities such as National Taiwan
University, Fu Jen Catholic University and National Sun Yat-Sen University, have
joined the two facilities. While the union of the two facilities has not proved to provide
any benefits, the idea has been promoted as a way to enhance both general writing
skills, which in turn support the acquisition of other language skills such as reading,
speaking and listening.[4]
Online self-access learning
Online self-access or online language support, is a type of self-access learning. In its
most basic form, online self-access involves institutions making language learning
materials available online to students. More elaborate forms include opportunities for
supporting learners online (e.g. through advisory sessions), tools for collaborative
learning, e-portfolios, and active monitoring of student performance by the software.
Examples of such systems include the University of Auckland's electronic learning
environment [10] and 'My English', developed at King Mongkut's University of
Technology Thonburi, in Bangkok, Thailand. [11] Many centres are using online
resources from a variety of commercial English training services.
The KELP Project
The Kanda English Language Proficiency (KELP) program at Kanda University of
International Studies in Japan is not a self-access center per se, but rather a
program by which all English language classrooms become independent-learning or
self-access centers. Work that is typically done in a self-access center as an adjunct
to traditional classroom activities become the core of the program. Students, with
help from the teacher, create what is essentially their own course. The teacher
becomes a "facilitator" who 1) sets up the classroom with needed materials at
workstations 2) trains students to make course plans and consults with them to
prepare learning contracts and for teacher approval 3) Manages learner assessment
by making checking records made by students of their own progress are accurate
and 4) Maintains discipline in the classroom. [8]