Design and Management of a Self-Access Language Learning Space Integrated into a Taught Course

Alzahrani, Sahar Matar; Wright, Vicky

doi:10.37237/070203

Cited by 4 publications

(3 citation statements)

References 12 publications

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“…In the meantime, the advancement of technology has blurred the boundaries of selfaccess environments, which makes SALL not necessarily restricted to a physical location but can be a virtual space. As a result, SALL enables learners to take even more control of their learning at their disposal (Alzahrani & Wright, 2016). This benefit brings up the need to develop listening via SALL since the process of listening is considered a cognitive, sophisticated, individualized process (Field, 2004).…”

Section: Autonomy and Self-access Language Learning (Sall)mentioning

confidence: 99%

Autonomy-Based Listening: Vietnamese University Students’ Perceptions of Self-Access Web-Based Listening Practices

Luu

2023

SISAL

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Self-access language learning (SALL) can promote autonomy among language learners. It is a practical means for creating comfortable, personalized environments in which learners can take a more active part in making decisions and choices in their language learning trajectories. In the domain of second language (L2) listening, self-access work can fulfill the individual needs of learners whose listening processes are supposed to be respected. However, in countries where English is taught as a foreign language (EFL), this is not always the case due to traditional teacher-led large-sized listening classrooms and test-oriented curricula. Therefore, the present study was designed to investigate Vietnamese students’ perceptions of a self-access listening platform (SALP) which was built to facilitate L2 beginners to get familiar with the fast delivery of speech and to involve their personal interpretations of the input into the comprehension process. The study also aimed to examine whether this self-access approach can cultivate autonomous listening. Qualitative data were gathered through interviews with 15 non-English major university students whose disciplines were business management, marketing, communication, and public relations. They completed a six-week listening course on this online listening platform. The major findings indicate that students had positive listening experiences with the SALP regarding time flexibility and practicality. Despite students’ full awareness of the potential benefits of the SALP, a few of them still showed resistance to the self-access listening approach as a substitution for traditional classroom-based listening. The results reported here shed new light on the possibilities of implementing autonomy-based listening in a virtual self-access environment in L2 listening pedagogy.

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Section: Autonomy and Self-access Language Learning (Sall)mentioning

confidence: 99%

Autonomy-Based Listening: Vietnamese University Students’ Perceptions of Self-Access Web-Based Listening Practices

Luu

2023

SISAL

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“…Some studies illustrate how online language learning spaces have been created using platforms such as Moodle (Alzahrani & Wright, 2016;Dofs & Hobbs, 2016;Hobbs & Hynson, 2013), whose designs seek to encourage students to be engaged with the content and materials.…”

Section: Promoting Autonomy Beyond the Classroommentioning

confidence: 99%

Out-of-Class Learning of Spanish During COVID-19: A Case Study in Trinidad and Tobago

Mideros

2020

SISAL

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This paper describes the experiences of 15 students who reported on their study habits and studying of Spanish outside of the classroom during the beginning of the COVID-19 pandemic, when suddenly face-to-face classes had to be delivered remotely. The paper features the voices of eight teachers on how they promoted out-of-class learning. The inquiry took the form of a small-scale qualitative case study with beginner learners of Spanish and Spanish teachers at a language centre. The aim was to explore how students studied Spanish independently after their synchronous live classes by making use of some additional resources recommended by their teachers. Therefore, this paper attempts to look at how students made use of such resources and if they benefited from them. Data for this study were retrieved from an open-ended survey administered to three groups of Spanish students and a focus group interview with eight Spanish teachers. The emerging findings of the study suggest that although students engaged with additional materials, much work is needed in this context to raise more awareness and promote more learner engagement and exploration outside of the classroom.

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“…However, a new challenge has recently surfaced, manoeuvring attention to innovation in assessment of SAC effectiveness (Choi, 2017;Little, 2017;and Gardner & Miller, 1997) and the introduction of virtual resources and environments (Lai, Shum & Tian, 2016;and Gardner & Miller, 2011) as a response to cultural variation, lack of follow-through on techno-pedagogy, and the growing number of student registrations in our institutions (Gardner, 2017;Alzahrani & Wright, 2016;and Gremmo & Riley, 1995). Second Life (SL) (Rymaszewski, Au, Wallace, Winters, Ondrejka & Batstone-Cunningham, 2007) is one such virtual environment.…”

Section: Introductionmentioning

confidence: 99%

Student Perception of Open and Mobile Space Designs for Autonomous English Language Learning in Second Life

Gui

2018

JVWR

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This study follows from previously published studies by the author based on language learning designs for English technical writing and through MMOs, and completed Teaching & Learning projects focusing on collaboration and interdisciplinary learning. It reports on the results of a survey completed by Year One undergraduate students from an English for University Studies (EUS) subject at the Hong Kong Polytechnic University (HKPU), regarding their perception towards—and interest in—using Second Life to supplement their language learning. Thirty-one students responded to the survey which asked participants whether they would be receptive to the idea of using a virtual mobile or outdoor café to supplement their English language learning. Results indicated that most students (90%) liked the idea of learning in a virtual cafe because of its relaxing and familiar atmosphere as well as the potential to interact with other virtual learners; however, about half the respondents (40%) noted that they would consider a different design for the learning space. While the response rate was relatively small, this study reframes the characteristics of autonomy and language learning centers, and additionally is an area of independent language learning which has been little investigated, particularly in an Asian context.

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Design and Management of a Self-Access Language Learning Space Integrated into a Taught Course

Cited by 4 publications

References 12 publications

Autonomy-Based Listening: Vietnamese University Students’ Perceptions of Self-Access Web-Based Listening Practices

Autonomy-Based Listening: Vietnamese University Students’ Perceptions of Self-Access Web-Based Listening Practices

Out-of-Class Learning of Spanish During COVID-19: A Case Study in Trinidad and Tobago

Student Perception of Open and Mobile Space Designs for Autonomous English Language Learning in Second Life

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