Some Self-Access Principles

Cooker, Lucy

doi:10.37237/010102

Cited by 21 publications

(14 citation statements)

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“…The VSALC design principles synthesized from the various theories, methods, and matrices relevant to Second Language Acquisition (SLA), SACs, and MMUOEs (Cooker, 2010;Li & Wang, 2014;Noh et al, 2011;and Gee, 2005) serve as recommended guidelines for SAC platform developers and non-technical university educators working within virtual environments. Subsequently, the design constructs of such a framework (which include Technology and Society) could provide the foundation for building a mobile/outdoor café in Second Life (see…”

Section: Sac Designs 221 Design Theories and Frameworkmentioning

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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Section: Sac Designs 221 Design Theories and Frameworkmentioning

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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“…In Japan, the development has come later and mainly in the private university sector. The first SAC at a Japanese university was established at Kanda University of International Studies (KUIS) in June 2001 (Cooker, 2010), which has also become a hub of knowledge about self-access through the Japan Association for Self-Access Learning (JASAL). In the years since, a number of similar facilities have opened at other Japanese Universities.…”

Section: Self-access Centers and Conversation Lounges In Japanese Unimentioning

confidence: 99%

Untitled

2016

IAFOR J Educ

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“…use does not reflect nor result in "an identity congruent with self-access" (p. 151). Warrington's viewpoint is very much in line with Cooker (2010), who, in her discussion of self-access principles, states:…”

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confidence: 92%

“…While agreeing that self-initiated student visits to a SAC is ideal and a goal worth striving for, in settings where language learning is not the focus, it may be too optimistic to think students will voluntarily visit the space. However, a policy which not only removes student choice but also forces them to regularly visit a space only undermines the fundamental of fostering language learner autonomy and is best avoided (Benson, 2001;Cooker, 2010;Holec, 1981). In addition to this primary reason, space limitations may not make it feasible to require such regular use given the potential for overcrowding, which in turn could result in negative experiences for users.…”

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confidence: 99%

Have a Look Around: The Effect of a ‘Push’ Activity on Future SAS Use

Parsons

Warrington

2020

SISAL

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Although mandatory regular use of self-access centres is surprisingly common, this goes against the purpose of them to foster autonomous learning. However, some students never consider using such resources without being pushed to do so. In order to create an opportunity to discover a self-access station (SAS) at one Japanese university, a single assignment was designed and implemented requiring students to visit the SAS in order to answer questions related to its use and facilities. Thereafter, an end-of-term questionnaire was conducted to investigate how the assignment affected student awareness and use of the SAS, and whether they would have visited the SAS had there been no task. The results show that awareness of the SAS was raised. However, most students did not use the SAS post-assignment and indicated they would not have used it without the assignment. Reasons provided suggest time constraints, location, and issues of comfort to be contributing factors.

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Some Self-Access Principles

Cited by 21 publications

References 0 publications

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

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

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Have a Look Around: The Effect of a ‘Push’ Activity on Future SAS Use

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