scholarly journals Self-Directed Learning Modules for Independent Learning: IELTS Exam Preparation

2011 ◽  
pp. 51-67 ◽  
Author(s):  
Brian R. Morrison
Keyword(s):  
Language Learning ◽  
Independent Learning ◽  
Learning Ability ◽  
International Studies ◽  
Self Directed Learning ◽  
Learning Modules ◽  
Self Evaluation ◽  
Exam Preparation ◽  
Individual Learning Plan ◽  
Directed Learning

Learners studying for exams sometimes show a lack of awareness in their abilities as tested through the framework of that exam. Instead, such learners focus on the score obtained in exams, and exam preparation includes using textbooks, online materials and timed use of past papers. The purpose of exam-focused flexible self-directed learning modules (FSDLMs) at Kanda University of International Studies have been designed to address this by developing learners’ ability to identify their strengths and weaknesses, to make informed decisions about their own learning, and to improve their test-taking skills. Each FSDLM has at its core a diagnostic for learners to use for self-evaluation, often with guidance from a learning advisor. This process leads to the setting of clear goals and the development and implementation of an individual learning plan through a variety of dialogues. Learners have the potential to transfer this skill beyond examination preparation to other areas of learning. In other words, learners’ awareness of needs analysis, planning, implementation and evaluation is fostered with a view to developing their language learning ability within and beyond this module.

scholarly journals Sharing Stories of Practice in Self-Access Facility Design and Management

2015 ◽  
pp. 216-218
Author(s):  
Katherine Thornton
Keyword(s):  
Language Learning ◽  
The Self ◽  
International Studies ◽  
Learning Spaces ◽  
Self Directed Learning ◽  
Learning Space ◽  
Learning Modules ◽  
Directed Learning ◽  
The University ◽  
Access Services

Welcome to the new column in SiSAL Journal. So far, this regular column has followed two different institutions as they reconceptualised aspects of their self-access services, in the case of Kanda University of International Studies (Japan), the self-directed learning modules offered through their SALC, and, in the case of the University of Bradford (UK), the reinvention of the self-access facilities as a social learning space. The upcoming column is a much bigger project. It will run for seven volumes of SiSAL Journal. Each issue will address a different aspect of self-access management, through reflective case studies from professionals who work in language learning spaces.

scholarly journals A Framework for Curriculum Reform: Re-designing a Curriculum for Self-directed Language Learning

2013 ◽  
pp. 142-153 ◽  
Keyword(s):  
Language Learning ◽  
Curriculum Reform ◽  
Curriculum Design ◽  
The Self ◽  
International Studies ◽  
Self Directed Learning ◽  
Environment Analysis ◽  
Design Project ◽  
Directed Learning

Welcome to this new SiSAL column, which will examine a long-term project conducted at one institution in depth over several issues. The focus of this column will be the curriculum design project currently being undertaken at the Self-Access Learning Centre (SALC) at Kanda University of International Studies (KUIS) in Chiba, Japan. In my role as Academic Coordinator of the SALC from 2011-2013, I was in charge of leading this project in its initial stages, before I moved institution. As editor, it is from this perspective, as someone familiar but no longer directly involved in the project, that I hope to collate and introduce a number of columns from the learning advisors and teachers who are conducting the research and designing the new self-directed learning curriculum. In this first installment, a revision of an earlier article which first appeared in the IATEFL Learner Autonomy SIG newsletter, Independence, (Thornton, 2012) I present the background to the project, the framework used to guide it and the results of the first stage, the environment analysis.

scholarly journals Fostering Independent Learning amongst English for Academic Purposes Students through Exploration of Digital Tools

2020 ◽  
Vol 11 (6) ◽  
pp. 863
Author(s):  
Marie-Claude Toriida ◽  
Robert Johnson ◽  
Simon Heslup ◽  
Rabeena Adul Latif ◽  
Conchita Fatima Chiuco ◽  
...  
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
English For Academic Purposes ◽  
Learning Preferences ◽  
Independent Learning ◽  
Digital Tools ◽  
Self Directed Learning ◽  
Directed Learning

Interest in using digital tools (DTs) to facilitate self-directed learning has continued to increase alongside the power and complexity of the Web. However, English language instructors cannot always be certain of the appropriateness of particular DTs for their students’ unique linguistic needs, learning preferences, and cultural sensitivities. This study seeks to determine if a pedagogical approach making English language learners (ELLs) at a university in Qatar responsible for finding, trialing, vetting, and perhaps endorsing DTs results in significant changes in opinions and behaviours regarding such self-directed learning resource use. The analysis of the quantitative and qualitative data suggests that students in this context are already using DTs for English language learning, without prior teacher instructions, and are comfortable doing so. However, the findings suggest that students of lower English ability might benefit from more initial instructor guidance in selecting and using new DTs. While participants did not increase their use of DTs as a result of the intervention, they noted having become more efficient in using them. All participants said that the intervention had been beneficial. Many noted they had discovered at least one new tool that they would continue to use.

Harnessing the Potential of Technology to Support Self-Directed Language Learning in Online Learning Settings––Online Symposium Review

Relay Journal ◽  
2021 ◽  
pp. 46-50
Author(s):  
Hatice Celebi
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
International Studies ◽  
Royal Institute ◽  
Self Directed Learning ◽  
Research And Practice ◽  
Use Of Technology ◽  
Directed Learning ◽  
Symposium Review ◽  
Institute Of Technology

Kungliga Tekniska Högskolan Royal Institute of Technology (Stockholm, Sweden) and the Research Institute for Learner Autonomy Education at Kanda University of International Studies (Chiba, Japan) held a joint online symposium on October 15, 2020. It was an open event for those interested in the design and use of technology and self-directed, autonomous language learning in online settings. Examining 15 of the event’s internationally focused presentations, this article aims to provide an overview of the symposium by summarizing the main themes in research and practice relating to technology and self-directed learning. The article will conclude with a commentary on the takeaways and issues for further reflection.

scholarly journals The Importance of Affective Factors in Self-Access Language Learning Courses

2011 ◽  
pp. 91-96 ◽  
Author(s):  
Sergio Valdivia ◽  
David McLoughlin ◽  
Jo Mynard
Keyword(s):  
Language Learning ◽  
Self Directed Learning ◽  
Emotional Involvement ◽  
Change Over Time ◽  
Learning Modules ◽  
Affective Factors ◽  
Short Summary ◽  
Directed Learning ◽  
Over Time

In this short summary, we investigate the importance of learners’ emotional involvement in self-directed learning. We begin by briefly examining the literature related to affective factors in self-access language learning. We then describe two examples of institutions with self-access centres that place particular importance on affective factors in courses of self-directed study. The first example is in a university in Japan, where affective strategies are introduced through self-directed learning modules. The second example is in a university in Mexico, where educators are investigating how feelings about self-access language learning can change over time.

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