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Self-Access Language Learning: Students’ perceptions and choices

Self-Access Language Learning: Students’ perceptions and choices. David Gardner Kevin Yung Centre for Applied English Studies, HKU. Outline. Context Methods What the data shows Discussion Future improvements. Context: The course. SALL component of an EAP university course

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Self-Access Language Learning: Students’ perceptions and choices

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  1. Self-Access Language Learning: Students’ perceptions and choices David Gardner Kevin Yung Centre for Applied English Studies, HKU

  2. Outline • Context • Methods • What the data shows • Discussion • Future improvements

  3. Context: The course • SALL component of an EAP university course • Course = 24 contact hours • 8 course hours devoted to SALL • The SALL component has been researched previously (Gardner, 2007; Gardner and Yung, forthcoming; Lai, 2011; Lai, Gardner & Law, 2013) • Integration has been researched (e.g. Cooker and Torpey, 2004; Fisher, Hafner and Young, 2007; Morrison, 2008; Toogood and Pemberton, 2002)

  4. STRAND 3Writing STRAND 2SALL STRAND 1 Speaking Individual Pronunciation Assessment Proof-reading test (dealt with in previous course) Pre-testing Needs analysis + personal needs / wants Guidance Writing Input -lessons -teacher feedback -Writing Clinic Oral Input -pronunciation sessions -discussion groups -feedback • Self-Access Learning • -personalised learning plan Teaching and Learning Journal Article Speaking Test Proof-readingTest Outcomes AssessmentValue 40% 30% 30% SALL within the Course

  5. Context: The participants • 77 undergraduate students (56 male, 21 female) • All L1 Cantonese or Mandarin • All with similar educational backgrounds • Year 2 Faculty of Science students • From within 5 classes

  6. Methods • Participants all taught by the same teacher • Data collected ethically • Voluntary participation (77 out of 80) • Anonymous online questionnaire survey • Invitation to be interviewed • 4 semi-structured individual interviews

  7. Analysis • Questionnaires: • Mean scores for comparison of likert scale questions • Frequency lists for open-ended questions • Interviews: • Tagged using Weft QDAto identify themes

  8. What the Data Shows • Generally positive attitude to SALL • Students perceptions of: • Their language skills proficiency • The need for English • Students’ SALL goals • Students’ choice of learning activities

  9. Positive Attitude Towards SALL

  10. Perceptions of Proficiency

  11. Students’ SALL Goals

  12. Comparison: Self-ranking of goals vs self-evaluation of proficiency

  13. Students’ Choice of Learning Activities

  14. Students’ Choice of Learning Activities

  15. Overall comparison

  16. Discussion • Consistent: Self-evaluation of proficiency vs SALL goals • Inconsistent: Self-evaluation of proficiency / SALL goals vs Preferences for SALL activities

  17. Speculated reasons • Ignoring language needs • They self-assess their needs • They set relevant goals • They choose unrelated activities • Using preferred activities to meet the SALL requirement • Constraints • Time • Availability of resources • Task difficulties

  18. Examples of Preferred Activities • “I think actually when I’m doing something related to English, I’m not thinking too much about SALL. I just want to do it for like they are fun and for like watching the videos and movies. No matter there is SALL or not I will do it, I want to do it, for entertainment. I think it will improve English also.” (Nancy) • “Actually I have a habit to read some literature works or history books for an hour or half hour per day, so I think that if I can keep this habit then it should be a kind of SALL.” (Billy)

  19. Examples of Constraints • “I find that lack of time is most important factor in doing the SALL… I find that only one hour a week is not enough definitely and as I the rules set by the CAES course I just finish the task and then I just let it be.” (Tony) • “because of other workloads from the core subjects I cannot allocate more time to SALL.” (Billy)

  20. Conclusion & Implications • Inconsistency: Perceptions vs behaviours • SALL system – a failure? • The purpose of SALL? • Relationship between SALL goals and actions • Students’ choices based on good reasoning? • Teachers’ roles

  21. Future Improvements What can be done to enhance the SALL experience? • Continuous dialogue between the teacher and the students • improve input on planning • improve monitoring • provide feedback and support

  22. Q & A

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