self-access language learning: students’ perceptions and choices david gardner kevin yung centre...
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Self-Access Language Learning: Students’ perceptions and choices
David GardnerKevin Yung
Centre for Applied English Studies, HKU
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Outline
• Context• Methods• What the data shows• Discussion• Future improvements
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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)
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SALL within the Course
Proof-reading test
Needs analysis + personal needs / wants
Proof-reading Test
STRAND 2SALL
Self-Access Learning
-personalised learning plan
30%
Oral Input-pronunciation sessions-discussion groups-feedback
Speaking Test
Individual Pronunciation
Assessment
STRAND 1Speaking
40%
Teaching and Learning
Outcomes
Pre-testing
Guidance
AssessmentValue
Writing Input-lessons-teacher feedback-Writing Clinic
Journal Article
STRAND 3Writing
30%
(dealt with in previous course)
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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
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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
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Analysis
• Questionnaires:– Mean scores for comparison of likert scale
questions– Frequency lists for open-ended questions
• Interviews:– Tagged using Weft QDA to identify themes
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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
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Positive Attitude Towards SALLRank Mean
1 It gives me flexibility in learning English. 73.4%
2 It lets me learn how to learn English by myself. 70.1%
3 It pushes me to learn English. 62.7%
4 It inspires me to keep learning English. 61.4%
5 I prefer a teacher teaching me English. 54.9%
6 It is a good thing, but I just can't do it. 53.9%
7 It arouses my interest in English. 49.4%
8 SALL is a waste of time. 33.1%
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Perceptions of Proficiency
Rank Areas of proficiency Meanproficiency
1 Reading ability 61.10%
2 Listening ability 60.45%
3 Grammar ability 53.63%
4 Writing ability 49.03%
5 Vocabulary ability 48.38%
6 Speaking ability 47.45%
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Students’ SALL Goals
Rank Goals relating to proficiency areas Proportion
Grammar 92.31%
1 Speaking 65.38%
2 Vocabulary 51.28%
3 Listening 42.31%
4 Writing 29.49%
5 Reading 23.08%
Other 5.13%
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Comparison:
Proficiency Area
Self-evaluation of proficiency
1 = most proficient
Self-ranking of goals 1 = most important
Speaking 6 1
Vocabulary 5 2
Grammar 3 NA*
Listening 2 3
Writing 4 4
Reading 1 5
Self-ranking of goals vs self-evaluation of proficiency
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Students’ Choice of Learning ActivitiesRank
Degree of Popularity Popularity % Activity
1Highly
Popular
80.5 Watching videos (e.g. TV, movies, news, short video clips)2 74.0 Reading grammar books or doing grammar exercises3 68.8 Reading newspapers or magazines4
Popular54.5 Doing exam papers
5 50.6 Listening to English materials (e.g. songs, speeches)6
Quite Popular
42.9 Speaking more English in daily life7 35.1 Reading non-academic books (e.g. fictions, novels)8 32.5 Reading academic materials (e.g. journal articles, textbooks)9
Not Popular
27.3 Keeping a vocabulary notebook10 26.0 Using Apps11 23.4 Reading dictionaries12 19.5 Using the course website / VEC13 18.2 Reading aloud14 15.6 Writing more English in daily life (e.g. blogs)15
Un-popular
7.8 Self-recording16 6.5 Group discussion sessions at LRC17 3.9 Other18 2.6 Keeping a diary in English19 1.3 Individual consultation at LRC
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Students’ Choice of Learning ActivitiesRank
Degree of Popularity Popularity % Activity
1Highly
Popular
80.5 Watching videos (e.g. TV, movies, news, short video clips)2 74.0 Reading grammar books or doing grammar exercises3 68.8 Reading newspapers or magazines4
Popular54.5 Doing exam papers
5 50.6 Listening to English materials (e.g. songs, speeches)6
Quite Popular
42.9 Speaking more English in daily life7 35.1 Reading non-academic books (e.g. fictions, novels)8 32.5 Reading academic materials (e.g. journal articles, textbooks)9
Not Popular
27.3 Keeping a vocabulary notebook10 26.0 Using Apps11 23.4 Reading dictionaries12 19.5 Using the course website / VEC13 18.2 Reading aloud14 15.6 Writing more English in daily life (e.g. blogs)15
Un-popular
7.8 Self-recording16 6.5 Group discussion sessions at LRC17 3.9 Other18 2.6 Keeping a diary in English19 1.3 Individual consultation at LRC
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Overall comparisonRank Degree of
Popularity Activity Proficiency Area
(Self) Ranking as SALL Goal
(Self) Ranking of Proficiency
1Highly
Popular
Watching videos (e.g. TV, movies, news, short video clips) Listening 3 2
2 Reading grammar books or doing grammar exercises Reading 5 1
3 Reading newspapers or magazines Reading 5 1
5 Popular Listening to English materials (e.g. songs, speeches) Listening 3 2
6
Quite Popular
Speaking more English in daily life Speaking 1 6
7 Reading non-academic books (e.g. fictions, novels) Reading 5 1
8 Reading academic materials (e.g. journal articles, textbooks) Reading 5 1
9
Not Popular
Keeping a vocabulary notebook Vocabulary 2 511 Reading dictionaries Vocabulary 2 513 Reading aloud Reading 5 1
14 Writing more English in daily life (e.g. blogs) Writing 4 4
15Un-
popular
Self-recording Speaking 1 616 Group discussion sessions at LRC Vocabulary 2 518 Keeping a diary in English Vocabulary 2 5
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Discussion
• Consistent: Self-evaluation of proficiency vs SALL goals
• Inconsistent: Self-evaluation of proficiency / SALL goals vs Preferences for SALL activities
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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
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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)
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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)
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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
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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
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Q & A
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