Increasing Attendance in a Self-Access Language Lounge

Bibby, Simon; Jolley, Kym; Shiobara, Frances

doi:10.37237/070306

Cited by 6 publications

(5 citation statements)

References 8 publications

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“…Time allotment for English classes is not enough for students to attain proficiency in the language. Nunan, 1989, as cited in Bibby, Jolley, and Sihiobara [14], reiterated that "scheduled class time for students in tertiary language classes is limited, and is likely insufficient in itself to enable students to attain language mastery." This is one of the reasons the respondent-university established its own English lounge.…”

Section: B Conversation Loungesmentioning

confidence: 99%

Face-to-Face and Online English Lounges: A Comparative Analysis

Ligaya¹,

Lee²,

Ham³

et al. 2022

IJIET

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The research was conducted to examine how an English lounge program at a university affected students’ speaking ability and their attitude toward their foreign teachers and to determine if there were significant differences in the effects between the program delivered face-to-face and online as perceived by the two groups of respondents – students and teachers. This study is a descriptive-comparative survey research. Frequency analysis, mean comparison analysis, t-test, correlation analysis, and regression analysis were the statistical tools used. The computed mean values show that as perceived by the participants, the program, implemented face-to-face and online; improved the students’ speaking ability and their attitude toward their foreign teachers to a great extent. Results have shown that as perceived by the participants, both versions of the program improve the students’ speaking ability and their attitude toward their foreign teachers and that students’ attitude toward foreign teachers is strongly correlated to (and significantly influences) the development of their speaking ability. The findings convey the importance of establishing rapport between students and teachers in the development of the speaking ability of students. It also reveals that online English lounges are as effective as when they’re implemented face-to-face.

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Section: B Conversation Loungesmentioning

confidence: 99%

Face-to-Face and Online English Lounges: A Comparative Analysis

Ligaya¹,

Lee²,

Ham³

et al. 2022

IJIET

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“…Finally, research into COPs often foregrounds issues of identity, interdependence, accountability, and self-sustainability among community members (Wenger, 1998;Wenger, McDermott, & Snyder, 2002). The authors found that this was reflected in a growing focus on community building within the field of self-access learning, where the COP framework had been adopted in a number of studies (Bibby, Jolley, & Shiobara, 2016;Gillies, 2010;Murray & Fujishima, 2013), thus justifying its use in the analysis of the English Lounge.…”

Section: Communities Of Practicementioning

confidence: 99%

Observing a Social Learning Space: A Summary of an Ethnographic Project in Progress

Burke

Hooper

Kushida

et al. 2018

Relay

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This paper is a brief summary of an ethnographic research project currently in progress. Although the authors plan to present multiple papers based on the research, this paper has been written with the purpose of documenting progress so far. The main aims are to keep colleagues informed and to ensure that all of the steps are recorded to aid future dissemination of the findings. The authors summarize a project which started in June 2017 and will continue for several years observing student behaviors occurring in one social learning space in the Self-Access Learning Center (SALC) at Kanda University of International Studies (KUIS).

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“…Depending on the institution, students' use of the lounge might be optional (e.g. Bibby et al, 2016), incentivized (e.g. Taylor et at., 2012), or scaffolded (e.g.…”

Section: Conversation Loungesmentioning

confidence: 99%

“…This means that we need to consider learners' social needs. Providing access to the community via social events encourages initial participation (Bibby et al, 2016) which often leads to deeper engagement with the community that is needed for language learning.…”

Section: Social Interactionmentioning

confidence: 99%

Student Perceptions of the English Lounge after a Layout Change

Chen

Mynard

2018

Relay

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This research aims to understand how students use English at the Self Access Learning Center (SALC) at Kanda University of International Studies (KUIS). Specifically, the research is focused on the second floor of the SALC which is intended to be an English only space. The new SALC opened in April 2017, but some layout changes were made in September (the start of the second semester) in response to student feedback indicating that the English Lounge was intimidating and difficult to access. The present research investigates whether students use the English Lounge differently since the layout change and their views on how the SALC can further be improved.

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Increasing Attendance in a Self-Access Language Lounge

Cited by 6 publications

References 8 publications

Face-to-Face and Online English Lounges: A Comparative Analysis

Face-to-Face and Online English Lounges: A Comparative Analysis

Observing a Social Learning Space: A Summary of an Ethnographic Project in Progress

Student Perceptions of the English Lounge after a Layout Change

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