Self-Access English Learning Needs: Student and TeacherPerspectives

Abstract

The concept of self-access learning has been widely promoted and implemented in the higher education arena around the globe. As a result, the establishment of the self-access centre can be found in nearly every institute. The review of this paper emphasizes on the importance of needs analysis in the development of self-access learning materials and tasks by including different stakeholders, such as students and teachers, in the process. The purpose of this study is to find out the perceptions that a group of second language (ESL) learners and instructors have of their/students' English skills and learning needs for self-access English learning. A total of 110 ESL students majoring in different academic fields and 6 English instructors participated in the questionnaire survey of this study. Among them, 20 students and 4 instructors were invited to attend in-depth interviews to provide further information. Survey and interview information included respondents and interviewees' perceptions or evaluations on two major areas: English skills and learning needs. The results show there are both discrepancies and similarities of perceptions between students and instructors on English skills and learning needs. Finally implications for the present context are provided.

Sözcük Dağarciği Büyüklüğü, Sözcük Çeşi̇tli̇li̇ği̇, Sözcük Yoğunluğu Ve İngi̇li̇zce Yazma Puanlari: Kesi̇tsel Bi̇r Çalişma

“…According to some scholars (Aliakbari & Boghayeri, 2014;Choi, 2012;Jackson, 2004), the ability to write in a second language is considered to be a crucial skill in the process of language acquisition. Proficiency in writing is an essential requirement for academic competence, since it constitutes a productive talent alongside speaking.…”