The Theory and Practice of Self-Access Language Learning

The Theory and Practice of Self-Access Language Learning Workshop series for visiting Thai teachers September 20th 2004 Sarah Toogood, Richard Pemberton, Susanna Ho Self-Access Centre, Language Centre, The Hong Kong University of Science and Technology HKUST

Workshop Series Schedule • The Theory of SALL • SALL Research • Break • Provisions at HKUST • SAC Tour

The Theory of SALL Concepts and Claims

Terminology • Distance learning • Open learning • Flexible learning • Individualised instruction • Self-instruction • Self-directed learning

Self-Access Language Learning: SALL • What is SALL? – Learning from materials or facilities that are organised so that the learner can use them without the direct control or presence of a teacher • SALL is the same as Self-Directed Language Learning • SALL is learning that aims to develop Learner Autonomy

Is NOT learning without a teacher learning in isolation a methodology a single behaviour type a steady or permanent state (Little 1991:3-4) IS “the ability to take charge of one’s own learning” (Holec 1981:3) …a capacity and willingness to act independently and in co-operation with others, as a socially responsible person.” (Dam 1995:1) Learner Autonomy

Dichotomies in Learner Autonomy • Reactive/Proactive • Semi/Full • Psychological/Political • Consumerist/Humanist

Why SALL is necessary … Learning to learn is vital in today’s fast-changing and interconnected world. Governments in many countries now call for learners with ‘life-long learning skills’, learners who are: • Keen to learn and improve themselves throughout their lives • Adept at self-learning, articulate, flexible … (Education Commission 2000)

… Why SALL is necessary… “One objective of courses in modern languages should be to develop the students’ ability to learn more effectively and to develop independent management of their own learning, so that by the end of insitutionalised education students have the motivation, competence and confidence to face real-life communication using the languages they have already learnt and to tackle the new language learning necessary to cope with new challenges.” (Trim 1997)

… Why SALL is necessary “Changingness, a reliance on process rather than upon static knowledge is the only thing that makes any sense as a goal for education in the modern world.” (Rogers 1967) “To lead a learner from an initially dependent to a finally independent position should be one of the built in educational objectives of a learning programme.” (Trim 1976:3) “Autonomy is the defining characteristic of all sustained learning that achieves long-term success … Autonomy is the learner characteristic that facilitates target language use in the larger world …” (Little 1996:204)

Why SALL is appropriate, wanted and works … SALL works with: • Children • “Difficult” Languages • Exam-oriented contexts • Learners with little or no formal education • Learners with low motivation and self-esteem • Teachers

…Why SALL is appropriate, wanted and works … “In this course I was fully in charge of what I would learn and it gave me an opportunity to focus my limited study time on the area what my weakness was (…) The course enabled me to take the initiative to choose when and how to learn. At the same time, my Self-Access Adviser gave me the constant support and guided and advised me as I carried my self-access learning. After this course, I not only improved my English especially in pronunciation, but also knowed how to learn English by Self-Access.“

…Why SALL is appropriate, wanted and works … “(…), controlling myself to work independently is very important. I have to order myself to be more disciplined. The way of doing that is to make a clear decision about what I want to learn and set a goal of learning. After that, I can be self-motivated to achieve my learning plan. (…) I cultivated myself to learn independently. Engineers are required to produce a product or do a project. If you are not self-motivated enough, you may not be able to finish the task without delay. Therefore, the experience I gained in this learning module is very precious.“

…Why SALL is appropriate, wanted and works … “The experiences I get in learning English this semester are far more valuable than before. The course allows us to choose what kinds of materials we’d like. We have the freedom to make our own decisions. I find that such a way of active learning which can motivate us to learn. We are active, no more passive. Apart from this, I also have learnt many way about learning English in the lessons. For example, I learnt how to improve listening by watching TV, movies, songs… it’s astonishing that there is a little bit of progress in this short period of time. So it is quite a good experience, at least I can know more way to improve English. These must be useful in my whole life!”

… Why SALL is appropriate, wanted and works “Although I like learning English, I hate English lessons (with the exception of Extensive English Reading Scheme lessons in lower forms). Most of the people may think that is because my English teacher is bad. That may be the case, but more often the case is I like the teacher, but I hate the lessons. Let me tell you why. I hate doing grammar exercise again and again. I have memorize the rules without understanding, I think those questions are really stupid! Who don’t know you should use past tense in exercise with the title “past tense”? Totally non-sense! These exercise is important in primary school as they are really the fundamental, but is it also important in secondary school?” “I just cannot figure out why I need t do such kind of stuff years after years! Lessons become even more boring in the HKCEE and HKALE! During the lessons, we are just doing boring grammar exercise and past papers. To make thing worst, we need o do them again and again! I just really cannot stand it!

… Why SALL is appropriate, wanted and works “Encourages thinking in students and makes them more aware of strategies and the need to be active” “I’m enjoying myself teaching this course and I think for some of the students it’s a breath of fresh air” “That we are solidly involving students in self-access tasks and reflection for independent learning,rather than just talking about doing it, is excellent; it is a strategy well-suited to, even necessary for, student language improvement given the in-class time available to us”

Learning English at HKUST • Course time limited to 28 hours/semester • Compulsory courses with few/no credits • EAP courses • Heavy workload from other courses • Low English grades at ‘A’ Level

SALL at HKUST • Optional PG SALL course ( Any skill 42 hours) • Elective SALL module within compulsory 3rd yr English for Engineers course (Any skill 18 hours) • Compulsory class based SALL course for 1st yr students (Listening + Pronunciation 28 hours, Reading + Vocabulary 28 hours) • SALL project integrated into compulsory 3rd yr English for Engineers course (Writing + Grammar 10 hours) • Activities: 9+ • Open Access: SAC 11 hours/day + Advisers 5 hours/day

The importance of Structure Lots ofSupport Control Freedom NoSupport

The Theory of SALL Questions & Discussion

SALL Research What’s been done What needs to be done How to do it

A Potted History • 1970s & 80s The Ideology of SALL • 1980s & 90s Setting up of SACs • 1990s The appropriateness of SALL, Learner strategies and beliefs, CALL • 2000s Structuring SALL, Teacher Autonomy, Learner biographies

Common Conference Themes mid 2000s • Autonomy in the Curriculum • The Experience of Autonomy • Self-Access and Advising • IT and Autonomy • Evaluating Self-Directed Learning • Learner and Teacher Autonomy • Linking SACs and Classrooms

Your context and concerns … Share and Discover… • Form a group (make sure you’re from a mix of institutions) • Present your context as well as the concerns you have about supporting and promoting SALL. • State which area/s you feel would be valuable to conduct research in and why

… Your context and concern Share your Discoveries • Elect a representative from your group to present the results of your discussions to the rest of the group. • List the areas your group feels require research.

Conducting Research • Qualitative or Quantitative? • Hypothesis-testing or Exploratory? • Individual or Collaborative? • One-off or Cyclical?

Conducting your own Research • In your groups, choose one of the research areas presented earlier which you feel would be worthwhile pursuing • Select a methodology which you feel best fits your context and chosen area of investigation • Discuss any advantages and possible problems • Present to the rest of the group, stating what your choices are and why

Getting Involved • AILA – conference, learner autonomy scientific commission, publications + website • HASALD – meetings, conferences, publications + website • JALT – meetings, seminars, conferences, publications + website • AUTO-L – email discussion list • International Conference Autonomy and Language Learning: Maintaining Control – Post Conference Forum • International Conference Thai TESOL 20th – 22nd January 2005 • International Conference Independent Learning Association Oceania Conference 9th-11th September 2005

!BREAK TIME! Congratulations, you deserve a break – see you back here in 15 minutes!

SALL Provisions There are more ways to SALL than meet the eye…

Our Provisions • SAC-based SALL • Examples • Problems • SALL in Courses • Examples • What to watch out for… • SALL Aid • VELA • HELP

Advice Advice Sheets Advisers User's Guide Materials Books Worksheets CALL/Video/DVD SAC-based SALL …

… SAC-based SALL • Self-Access Activities • English Conversation Group • Putonghua Conversation Group • English Conversation and Chinese Culture (EC3) • French Conversation Group • English for World Affairs Discussion Group • Red Dragon Club • English Film Discussion Group • Putonghua Film Discussion Group • Spanish Films, Wine and Chat

SAC-based SALL Problems • Size of the SAC restricts number of users • Layout of the SAC restricts usage • Difficulties of tracking and assessing learner usage/learning • Teachers may see SALL as homework • SALL may be seen as an add-on and the SAC a luxury

SALL in Courses • Post-graduate Elective • 3rd year Undergraduate Elective • 3rd year Undergraduate Compulsory (project) • 1st year Undergraduate Compulsory • 0 year Compulsory (project) • An Example

SALL in Courses: Problems • SAC size • Classroom facilities and resources • SAC staff/advisers can get overloaded • Teachers don’t have time or expertise to give appropriate advice on materials/strategies • Teachers may not believe in or understand SALL • Students may not understand what’s expected • Teachers may not give enough structure and constant support

Structure solves problems Lots ofSupport Control Freedom NoSupport

And so do • VELA & • HELP

The Theory and Practice of Self-Access Language Learning