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Conference Paper: Principles for integrating self-access language learning into Taught English Courses

TitlePrinciples for integrating self-access language learning into Taught English Courses
Authors
Issue Date2015
Citation
The 5th Asian Conference on Language Learning (ACLL 2015), Kobe, Japan, 30 April-3 May 2015. How to Cite?
AbstractLearner autonomy is an essential goal of all learning for all learners (Cotterall, 2000; Littlewood, 1999). To promote learner autonomy to all learners, integrating self-access language learning (SALL) into regular taught English courses has been trialled in some parts of Asia e.g. Hong Kong, Japan, Thailand (see for example, Fisher, Hafner & Young, 2007; Gardner, 2007; Hafner & Miller, 2011; Thompson & Atkinson, 2010; Toogood & Pemberton, 2002). However, there have been different challenges in the integration process such as institutional constraints and resource constraints. This paper presents part of the findings of a study which examines the effectiveness of the integration of a SALL component into a regular Academic English course for Science students in the University of Hong Kong. Using a grounded theory approach and drawing on qualitative and quantitative data from 163 students and 7 teachers on the course, the findings show that after completing a course with an integrated SALL component, students have more positive perceptions of SALL and report an increase in autonomous capacity. However, the findings also show that although all 7 teachers acknowledge the value of SALL, some of them tend to play down the importance of SALL in classroom practice because of assessment weightings and time constraints but this impinges on the effectiveness of the integration. Based on the findings, I will propose a few principles which may contribute to the successful integration of SALL into taught English courses.
DescriptionFriday Session 1: ACLL - Learner and Teacher Autonomy: no. 13477
Persistent Identifierhttp://hdl.handle.net/10722/215802

 

DC FieldValueLanguage
dc.contributor.authorLaw, EYY-
dc.date.accessioned2015-08-21T13:40:22Z-
dc.date.available2015-08-21T13:40:22Z-
dc.date.issued2015-
dc.identifier.citationThe 5th Asian Conference on Language Learning (ACLL 2015), Kobe, Japan, 30 April-3 May 2015.-
dc.identifier.urihttp://hdl.handle.net/10722/215802-
dc.descriptionFriday Session 1: ACLL - Learner and Teacher Autonomy: no. 13477-
dc.description.abstractLearner autonomy is an essential goal of all learning for all learners (Cotterall, 2000; Littlewood, 1999). To promote learner autonomy to all learners, integrating self-access language learning (SALL) into regular taught English courses has been trialled in some parts of Asia e.g. Hong Kong, Japan, Thailand (see for example, Fisher, Hafner & Young, 2007; Gardner, 2007; Hafner & Miller, 2011; Thompson & Atkinson, 2010; Toogood & Pemberton, 2002). However, there have been different challenges in the integration process such as institutional constraints and resource constraints. This paper presents part of the findings of a study which examines the effectiveness of the integration of a SALL component into a regular Academic English course for Science students in the University of Hong Kong. Using a grounded theory approach and drawing on qualitative and quantitative data from 163 students and 7 teachers on the course, the findings show that after completing a course with an integrated SALL component, students have more positive perceptions of SALL and report an increase in autonomous capacity. However, the findings also show that although all 7 teachers acknowledge the value of SALL, some of them tend to play down the importance of SALL in classroom practice because of assessment weightings and time constraints but this impinges on the effectiveness of the integration. Based on the findings, I will propose a few principles which may contribute to the successful integration of SALL into taught English courses.-
dc.languageeng-
dc.relation.ispartofAsian Conference on Language Learning, ACLL 2015-
dc.titlePrinciples for integrating self-access language learning into Taught English Courses-
dc.typeConference_Paper-
dc.identifier.emailLaw, EYY: ellielaw@hku.hk-
dc.identifier.hkuros248448-

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