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Learners' perceptions of learning gains in self-access

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dc.contributor.author Richards, Heather M.
dc.date.accessioned 2018-05-11T01:38:27Z
dc.date.accessioned 2021-11-23T12:14:32Z
dc.date.available 2018-05-11T01:38:27Z
dc.date.available 2021-11-23T12:14:32Z
dc.date.copyright 1999-01-01
dc.date.issued 1999-01-01
dc.identifier.uri https://ir.wgtn.ac.nz/handle/123456789/16185
dc.description.abstract Self-Access Language Learning (SALL) is now a significant part of many second language educational institutions world-wide. However, research findings reveal that there are clearly different views on the role of SALL and the contribution it makes to learners' development. The evaluation of self - access as a learning environment has been perceived as difficult for several reasons; self-access systems are complex, they are concerned with meeting a variety of learners' individual needs, and each learning environment is seen as unique. Most Self-Access Language Learning evaluation has been prompted by the main stakeholders and has largely been concerned with numbers attending the SALL facilities, the materials used, and general learner satisfaction with programmes and centres. More recent research shows that many Self - Access facilities make good attempts to help learners analyse their needs and establish learning goals and outcomes. However, before we can say that SALL is truly effective in developing leamers' proficiency, it is necessary to investigate learners perceptions of their gains in a SALL  environment.  This study investigates the perceptions of five adult second language learners from two different groups who used the SALL facility at a New Zealand university for one trimester. One group of students were native speakers of English from the school of European languages enrolled in a first year French course. The other group were non-native speakers of English from the English Language Institute enrolled in the English Proficiency Programme. This study explores the relationship between learner activity in the SALL facility and the learners' perception of its contribution to their (a) language proficiency and (b) their development as independent learners. The results show that self-selected, motivated, language learners perceive that work in a SALL environment contributes to both language proficiency and to the development of independent learning.  The implications of the findings are that effective SALL requires, ongoing learner support, ongoing learner familiarisation and review of the SALL facilities, and programmes that promote understanding of the role and benefits of learner self-assessment. It suggests the teacher's role in ensuring the continued development of effective SALL is significant.
dc.format pdf en_NZ
dc.language.iso en_NZ
dc.publisher Te Herenga Waka—Victoria University of Wellington en_NZ
dc.subject Second language acquisition en_NZ
dc.subject Language en_NZ
dc.subject Self-Instruction en_NZ
dc.title Learners' perceptions of learning gains in self-access en_NZ
dc.type Text en_NZ
dc.date.updated 2021-11-23T12:14:31Z
vuwschema.contributor.unit School of Linguistics and Applied Language Studies en_NZ
vuwschema.subject.anzsrcfor 200303 English as a Second Language en_NZ
vuwschema.subject.anzsrcfor 200399 Language Studies not elsewhere classified en_NZ
vuwschema.type.vuw Masters Research Paper or Project en_NZ
thesis.degree.discipline Applied Linguistics en_NZ
thesis.degree.level Masters en_NZ
thesis.degree.name Master of Arts en_NZ

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