scholarly journals Promoting Independent Language Learning Cross-Campus at the University of Leeds through a Self-Access Area

2013 ◽  
pp. 367-371
Author(s):  
Carolin Schneider
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Full Range ◽  
The Self ◽  
Human Interaction ◽  
Wide Range ◽  
Language Courses ◽  
Library Catalogue ◽  
Online Library ◽  
The University

The Language Centre at the University of Leeds concentrates on the full range of language training and preparation courses, both for pre-sessional and for current university students. These courses relate both to the learning of English and of foreign languages. The Self-Access Area constitutes the Language Centre’s resource library for language learning materials and supports learners on Language Centre and other modern language courses, as well as independent language learners from across the university. Catering for approximately 11,000 users, the Self-Access Area opens, on average, for 46 hours per week, with evening and Saturday opening times during term time and exam weeks. Among the services that the Self-Access Area provides are a wide range of language learning resources in print and various audiovisual formats, induction tours, an up-to-date online library catalogue and a social media presence. As part of the Language Centre, the Self-Access Area team is connected with staff and students across the university. The service also offers a range of opportunities which encourage human interaction both amongst language learners and between learners and specialists. It also acts as a flexible social and study space.

scholarly journals Setting Up a Language Learning Environment in Microsoft Teams

2020 ◽  
pp. 263-270
Author(s):  
Carolin Schneider
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Language Learners ◽  
Team Members ◽  
Short Notice ◽  
Language Courses ◽  
The University ◽  
Support Students ◽  
Staff Skills ◽  
Do So

The Language Zone at the University of Leeds, UK, is well established as a hub for language learners across the campus, both those on language courses and those studying languages independently for a variety of reasons. It has been operating entirely online since March 2020 and will do so until the campus fully re-opens. This written account gives a brief overview of the changes made to the Language Zone’s services and provision of learning materials in response to the Covid-19 pandemic, including how the team members’ roles were adapted to ensure staff skills were taken into account. In addition to showing how services were maintained when the campus was closed at short notice and teaching was moved online until further notice, the study outlines how the Language Zone developed a platform to support the 2020 summer pre-sessional programmes to be delivered completely online. Finally, reflecting on the recent achievements and considering how to support students in the future, it aims to inspire other self-access centres to think about what they can do to develop their services in response to the crisis and beyond.

scholarly journals Adults learning additional languages in their later years

2020 ◽  
Vol 1 (1) ◽  
pp. 112-124
Author(s):  
David Singleton ◽  
Dorota Záborská
Keyword(s):  
Older Adults ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
The Self ◽  
Older Learners ◽  
Third Age ◽  
Learning Capacity ◽  
Foreign Language Learners ◽  
Age Related

This article will explore the experience—challenges, benefits, and satisfactions— that awaits older adults who embark on the adventure of learning additional languages, either as ‘true’ or ‘false’ beginners, or in some cases as resilient lifelong (foreign language) learners (to be distinguished from polyglots). Drawing on the increasing number of studies focusing on third-age language learning, the article will address the self-doubt afflicting many third-age language learners and the difficulties claimed to be imposed on them by the effects of an age-related decline in language-learning capacity. It will go on to discuss the benefits that are said to accrue for older learners of languages other than their first. Finally, it will address and exemplify from our own data the intense enjoyment which many older adults derive from language learning.

Promoting Autonomous Language Learning in Online Environments

10.47908/9/15 ◽  
2013 ◽  
pp. 165-280
Author(s):  
Maria De Santo ◽  
Luisa Boardman
Keyword(s):  
Language Learning ◽  
Computer Mediated Communication ◽  
Real Life ◽  
Autonomous Learning ◽  
Mediated Communication ◽  
Face To Face ◽  
Integration Of Technology ◽  
Computer Mediated ◽  
Wide Range ◽  
The University

The Self-Access Language Centre of the University of Naples “L’Orientale” (CILA) promotes the development of autonomy in language learning, offering a wide range of technology-based resources and a language counselling service. In the last few years, to satisfy the growing need for independent language learning in our university, we have integrated autonomous learning in the SAC with online pathways and multimedia materials. We started by offering online Self-Access activities in blended courses, integrating face-to-face classroom teaching with online modules. This experiment enabled us to develop a kind of blended autonomous learning, combining a real-life SAC with online Self-Access Centres. Virtual SACs suggest a variety of language learning activities and allow learners to study a language while reflecting on their learning process. In the online SAC, language counsellors implement the language learner’s autonomy promoted in presence in the SAC, interacting with them through computer-mediated communication. In this paper we shall look at how the promotion of autonomy in language learning can be enhanced through the integration of technology-based materials and activities made available in self-access modality. Our aim is to present online resources designed to help students learn a foreign language autonomously.

scholarly journals Developing “SotonSmartSkills”: A Reflection on Scaffolded Independent Learning Programmes

2016 ◽  
pp. 209-219 ◽  
Author(s):  
Vanessa Mar-Molinero ◽  
Christian Lewis
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
International Students ◽  
Language Learning ◽  
Virtual Space ◽  
Professional Life ◽  
Independent Learning ◽  
Language Resources ◽  
Wide Range ◽  
The University

By focussing on the physical and virtual space of a Language Resources Centre and the development of a wide set of digital literacies skills, this article discusses the SotonSmartSkills (Mar-Molinero & Lewis, 2014) programme developed at the University of Southampton, UK. Through a wide range of scaffolded courses designed to support the transition to the learner autonomy required of students in Higher Education, the programme equips students with skills, strategies, techniques and tools vital for success in their language learning (for international students) and more generally, in their academic achievement and professional life. In this paper we illustrate this initiative with the specific example of an integrated SotonSmartSkills module on our Pre-Sessional English programmes

scholarly journals The Struggling English Language Learners: Case Studies of English Language Learning Difficulties in EFL Context

2021 ◽  
Vol 14 (11) ◽  
pp. 108
Author(s):  
Sultan H. Alharbi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Learning Difficulties ◽  
English Language Proficiency ◽  
Point Of View ◽  
Language Learner ◽  
Language Courses

The term ‘struggling language learner’ is one that is usually ascribed to students who are trying, without much success to master the English language in an academic setting. As a case study, this study was carried out to gain insights into the ‘struggles’ of the struggling English as a foreign language (EFL) learners. Ten students were selected from those with the 20th least percentile in their English language courses. Observation of and discussion with these categories of learners revealed that many language learners had a point at which they began to take learning English language more seriously. In such positive or negative situations, their language learning journey improved therefrom. The findings showed that 80% of the participants believed that their English language proficiency was ‘very good’, while 20% of these participants believed that their English language proficiency was ‘average’. Also, the findings indicated that there was a statistically significant association (i.e., p < .05) between English language proficiency of the learners and the following observable attributes: willingness to learn for educational purposes; willingness to learn for career development; and students’ continuation without losing focus. The study proposes a fresh evaluation of the problems faced by EFL struggling learners by bringing to light a multifaceted, meaningful consideration of their learning attitudes from socio-psychological point of view, offering a comprehensive account of these learners and their learning difficulties as well as their attitudes and outlook while taking lessons as freshmen at the university.  

scholarly journals An Empirical Study to Determine Whether ADHD Disorder Affects the Process of Language Learning

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Empirical Investigation ◽  
Control Group ◽  
Adhd Group ◽  
Adult Language Learners ◽  
Language Courses ◽  
Foreign Language Courses

In previous studies, it seems that the classification of ADHD did not appear to interfere with learners’ performance in foreign language courses. In this empirical investigation, a group of 43 adult language learners diagnosed with ADHD were asked questions relating to their language learning process, in particular to the difficulties encountered when partaking language courses, as well as subjective opinions as to progress and success relating to the language learning and also what the participants felt could have assisted the learning to make it more effective, efficient and successful. A control group of 43 adult language learners who had not been diagnosed with ADHD were asked the same questions. The findings indicated some significant negativity from the ADHD group with regards to their progress and success with the language learning, as well as an extremely significant statistical difference between the ADHD group and the control group in relation to the difficulty concerning attention while learning. This finding concludes that in fact, language learners diagnosed with ADHD report their difficulty with attention and this would corroborate the attention deficit symptom inherent to this neurobehavioral disorder.

scholarly journals Self-Access Language Learning in Museums: A Materials Development Project

2010 ◽  
pp. 87-99
Author(s):  
Lucy Cooker ◽  
Richard Pemberton
Keyword(s):  
Language Learning ◽  
Learning Opportunities ◽  
Development Project ◽  
The Self ◽  
Art Galleries ◽  
Materials Development ◽  
Botanical Gardens ◽  
Public Facilities ◽  
Speakers Of Other Languages ◽  
The University

This paper reports on a project carried out at The University of Nottingham to create and evaluate English for Speakers of Other Languages (ESOL) materials with the aim of exploiting the self-access language learning possibilities that museums offer. A series of thematic resources were produced and trialed with ESOL learners in the Lincolnshire area. Feedback from the learners indicated that museums could have an important role to play in providing flexible language learning opportunities for ESOL students. The authors conclude by suggesting that other public facilities such as libraries, art galleries, botanical gardens and even football stadia could be exploited for this purpose.

scholarly journals The Use of WhatsApp in Collaborative Learning to Improve the Reading Skill Among University Students: A Case Study of Saudi Students of English at the University of Jeddah

2019 ◽  
Vol 4 (4) ◽  
pp. 36
Author(s):  
Nasser Alasmari
Keyword(s):  
Collaborative Learning ◽  
Language Learning ◽  
Language Learners ◽  
Reading Skill ◽  
Successful Implementation ◽  
Instructional Format ◽  
Saudi Students ◽  
Effective Media ◽  
The University ◽  
The Impact

Researchers have advocated collaborative learning and largely reported its evidenced advantages in learning a language. They have emphasized that students working collaboratively tend to learn language better and retain knowledge longer than when learning through any other instructional format (Johnson, Johnson, & Holubec, 1993). In addition, these researchers questioned which tool is most effective in the successful implementation of this kind of learning. In this respect, technology has been recommended as an effective tool that leads to higher language achievements (Almekhalfi & Almeqdadi, 2010). In more particular terms and given its popularity, the WhatsApp messenger application has been strongly advocated and highlighted as one of the most effective media for instruction that significantly contributes to the success of language learners (Cakir, 2015, as cited in Ta’amneh, 2017).Aiming to add to the growing literature about the integration of WhatsApp in education, this paper measures the impact of this application’s use for improving the reading skill of 30 Saudi male learners of English as a foreign language, as well as identifying their perceptions towards the English languagelearning experience after implementing WhatsApp in their learning. Data were gathered via pre- and post-tests as well as through a focused group interview. The findings proved the significant association between the use of WhatsApp and the improvement of the reading skills of the participants, who articulated a favourable attitude towards the use of WhatsApp as a tool for language learning.

Sharing Corpus Resources in Language Learning

2011 ◽  
pp. 438-452 ◽  
Author(s):  
Angela Chambers ◽  
Martin Wynne
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Language Learners ◽  
Large Scale ◽  
Language Teachers ◽  
Advanced Learners ◽  
The World ◽  
Language Courses ◽  
Technical Issues ◽  
Corpus Data

Since the early 1990s, researchers have been investigating the effectiveness of corpora as a resource in language learning, mostly creating their own small corpora. As it is neither feasible nor desirable to envisage a future in which all teachers create their own corpora, and as the content of language courses is similar in many universities throughout the world, the sharing of resources is clearly necessary if corpus data are to be made available to language teachers and learners on a large scale. Taking one small corpus as an example, this chapter aims to investigate the issues arising if corpus consultation is to become an integral part of the language-learning environment. The chapter firstly deals with fundamental questions concerning the creation and reusability of corpora, namely planning, construction, documentation, and also legal, moral and technical issues. It then explores the issues arising from the use of a corpus of familiar texts, in this case a French journalistic corpus, with advanced learners. In conclusion we propose a framework for the optimal use of corpora with language learners in the context of higher education.

Mesospheric ionization rates due to Medium Energy Electron Precipitation – an overview

2020 ◽  
Author(s):  
Hilde Nesse Tyssøy ◽  
Miriam Sinnhuber ◽  
Timo Asikainen ◽  
Max van de Kamp ◽  
Joshua Pettit ◽  
...  
Keyword(s):  
Full Range ◽  
Energetic Electron ◽  
Coupled Model ◽  
Space Physics ◽  
Energy Electron ◽  
Medium Energy ◽  
Loss Cone ◽  
Wide Range ◽  
The University ◽  
Ionization Rates

<p>Quantifying the ionization rates due to medium energy electron (MEE) precipitation into the mesosphere has long been an outstanding question. It is the key to understand the total effect of particle precipitation on the atmosphere. The first MEE ionization rate was provided by the Atmospheric Ionization Module Osnabrück (AIMOS) in 2009. It applies electron measurements by the 0<sup>o</sup> electron detector on the MEPED instrument on board the NOAA/POES satellites together with geomagnetic indices. Since then several other efforts to estimate the MEE precipitation and associated ionization rates has been made taking account e.g. of cross contamination by low-energy protons; Full Range Energy Electron Spectra (FRES) and ISSI-19. Recently, a parameterization based on the same electron data, scaled by the geomagnetic index Ap, has been included in the solar-driven particle forcing in the recommendation for Coupled Model Intercomparison Project 6 (CMIP6). Another parameterization aiming to resolve substorm activity applies the SML index, AISstorm. Further, three different methods to construct the total bounce loss cone fluxes based on both MEPED detectors has been suggested by the University of Colorado, University of Oulo, and the University of Bergen. In total, the space physics community offers a wide range of mesospheric ionization rates to be used in studies of the subsequent chemical-dynamical impact of the atmosphere, which are all based on the MEPED electron measurement.</p><p>Here we present a review of eight different estimates of energetic electron fluxes and the ionization rates during an event in April 2010. The objective of this comparison is to understand the potential uncertainty related to the MEE energy input in order to assess its subsequent impact on the atmosphere. We find that although the different parameterizations agree well in terms of the temporal variability, they differ by orders of magnitude in ionization strength both during geomagnetic quiet and disturbed periods and show some inconsistency in terms of latitudinal coverage.</p>

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