Evaluating learning gain in a self-access language learning centre

Abstract

If it is to be argued that self-access language learning centres (SACs) provide an efficient and effective alternative or complement to more traditionally accepted modes of language learning and teaching, it remains a serious concern that there is no research-based framework specifically developed for their evaluation. It is within the context of a study into the development of such a framework that this paper considers the issue of evaluating learning gain in a SAC. Experience and research suggest that the issue of learning gain is crucial to any discussion of SAC evaluation. There is, however, a tension between the perceived need to include learning gain as a focus in an evaluation of a SAC’s effectiveness, and a recognition of there being practical problems in so doing. After briefly examining relevant literature, this paper will discuss data derived from the aforementioned study. It will present a number of reasons for attempting to evaluate learning gain, before going on to identify potential difficulties involved and discussing possible ways of achieving this. It will finally suggest that, in order to evaluate learning gain within a self-access language learning context, there is a need to re-conceptualize what is perceived as learning gain and to look to the learner to identify evidence of such.

Autonomy in language teaching and learning

“…These include Breen & Littlejohn's (2000) collection on negotiated learning, Little et al's (2002) report on a collaborative project with teachers in Irish secondary schools, Lynch (2001) on an innovative learning training programme for EAP at Edinburgh University, Wolff (2003) on content and language integration, and Cotterall (2000) on course design for autonomy. A second important development, straddling classroom and non-classroom applications, is renewed attention to the assessment of autonomy (Sinclair 1999;Champagne et al 2001;Lai 2001;Rivers 2001), of language learning gains in autonomous learning programmes (Dam 2000;Legenhausen 2001;, and appropriate methods of assessment for such programmes, including self-assessment and portfolios (Ektabani & Pierson 2000;Little 2002bLittle , 2003Little , 2005Peñaflorida 2002;Simonian & Robertson 2002;Small 2002;Salaberri & Appel 2003;Shimo 2003;Morrison 2005).…”

Learning in a language centre: A new kind of “do-it-yourself”?

“…Language centres, or self-access language learning centres as they are also sometimes called (Gardner and Miller 1999;Morrison 2011), generally support their users' learning in a variety of ways. For example, they may facilitate access to various resources (such as authentic documents -whether written, oral or video -and course books or documents giving methodological advice on learning strategies on various supports .…”

Applying Measurement of Situational Self-Determination Theory to Use of a Self-Access Centre at a Japanese University

“…Despite measurement of out-of-class learning being difficult due to the intensely learner-focused nature of a SAC (Morrison, 2005), very little research addresses the specific motivation outcomes of attending SACs. This is particularly true with regard to motivation theories such as the SDT theory.…”