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 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 “Still Sounds Quite a Lot to Me, But Try it And See”. Reflecting on my Non-Directive Advising Stance

Relay Journal ◽  
2018 ◽  
pp. 98-107
Author(s):  
Jo Mynard
Keyword(s):  
The Self ◽  
International Studies ◽  
Learning Center ◽  
Self Directed Learning ◽  
Directed Learning ◽  
One To One

This reflective observation takes place at the self-access learning center (‘The SALC’) at Kanda University of International Studies (KUIS) in Japan. The environment is supportive and there is a one-to-one professional advising service and also courses and modules on self-directed learning that students can take for credit.

scholarly journals Piloting and Evaluating a Redesigned Self-Directed Learning Curriculum

2014 ◽  
pp. 58-78
Author(s):  
Satoko Watkins ◽  
Neil Curry ◽  
Jo Mynard
Keyword(s):  
Curriculum Development ◽  
Classroom Environment ◽  
Development Project ◽  
The Self ◽  
International Studies ◽  
Self Directed Learning ◽  
Freshmen Students ◽  
Self Study ◽  
Directed Learning ◽  
Insight Into

In the fourth installment of the column following the self-directed learning curriculum development project at Kanda University of International Studies, Japan, Satoko Watkins, Neil Curry and Jo Mynard detail the process of conducting a pilot of a possible self-directed learning curriculum for freshmen students, that would meet the needs and principles established in the previous two installments. This pilot represents quite a shift for the learning advisors (LAs), as it would bring what has up until now been a largely self-study course into the mainstream classroom environment, taught by LAs. The installment offers an insight into the strengths and potential weaknesses of such a course, and how students responded to it.

scholarly journals Through an English Teacher’s Eyes: Self-Directed Learning and Advising in Language Education E-Conference

2021 ◽  
pp. 301-306
Author(s):  
Ezgi Celik Uzun
Keyword(s):  
Distance Education ◽  
Language Learning ◽  
Language Education ◽  
Point Of View ◽  
The Self ◽  
English Teacher ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Learning Issues ◽  
Education Conference

In this review, I aim to convey my ideas on the Self-Directed and Advising in Language Education Conference from an English teacher’s point of view. I watched both plenary sessions and some of the concurrent sessions in which I learned a lot. I will briefly mention the topics in the plenary sessions and concurrent sessions, my related ideas, and the implications I drew. I attended the conference as an English teacher seeking solutions for learners’ language learning issues and the specific problems that I personally faced during distance education times. This event encouraged me to reflect more deeply about education during post-COVID times, which, I believe, underlines the importance of self-directed learning and advising in language learning.

scholarly journals Promoting Learner Autonomy and Self-Directed Learning: The Evolution of a SALC Curriculum

2017 ◽  
pp. 169-182 ◽  
Author(s):  
Jo Mynard ◽  
Rob Stevenson
Keyword(s):  
Learner Autonomy ◽  
Language Learner ◽  
The Self ◽  
International Studies ◽  
Learning Center ◽  
Stages Of Development ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Technical Challenges ◽  
Gradual Approach

If key aims of a SALC are to support learners and promote language learner autonomy, then the curriculum is an important tool in order to ensure that this is being systematically addressed. After explaining the context of the Self-Access Learning Center (SALC) at Kanda University of International Studies in Japan, the authors will briefly describe the self-directed learning curriculum, its evolution, and approaches to its evaluation. The development, implementation, and evaluation of a SALC curriculum is not straightforward as there may be political, financial, and technical challenges. However, with planning, persistence, and a gradual approach, a SALC curriculum can eventually become an integral part of a university program. Although the journey of this particular SALC is far from complete, charting its development so far could provide encouragement for SALC managers elsewhere, whose SALC curriculum may be at different stages of development.

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 Self-directed Learning in Preparatory-year University Students: Comparing Successful and Less-successful English Language Learners

2016 ◽  
Vol 9 (7) ◽  
pp. 59
Author(s):  
Fatimah M. A. Alghamdi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
English Language ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Primary Objective ◽  
The Self ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Preparatory Year

<p>There is consensus among those involved in teaching English as a foreign language (EFL) in the Saudi educational context that students’ achievement in language learning is below expectations. Much research has been directed towards finding the reasons for low achievement amongst learners. However, very few studies have looked at parameters of learners’ agency and learners’ responsibility in the learning process. This study examines learners’ efforts at self-directed learning, measured with reference to a set of behavioral and metacognitive constructs. The primary objective is to diagnose efficiency problems in EFL learning and compare successful learners to those who fail to progress from one academic language level to the next. A secondary objective in this study is to find out if the General Aptitude Test (GAT) score is a predictor of success in language learning.</p><p>The findings reveal significant differences between successful learners and less-successful learners in aggregate self-directedness scores. However, while the analysis of the component constructs shows statistically significant differences between successful and less-successful learners in the self-management and study time measures, differences in the self-monitoring and motivation measures were non-significant. The lack of significant differences between some of the measures is attributed to the relative baseline similarity of the two groups. Moreover, the GAT measure yielded a counter-intuitive result; namely that less-successful learners had higher GAT scores than the successful ones, though the difference wasn’t statistically significant. The study concludes with implications for further research; for example, calling for a larger scale investigation of self-directedness, as well as other meta-cognitive strategies, and the possible relationship of these to GAT scores. Academic coaching of self-directedness and self-regulation strategies for college students is recommended.</p>

scholarly journals Needs Analysis: Investigating Students’ Self-directed Learning Needs Using Multiple Data Sources

2013 ◽  
pp. 208-218 ◽  
Author(s):  
Keiko Takahashi ◽  
Jo Mynard ◽  
Junko Noguchi ◽  
Akiyuki Sakai ◽  
Katherine Thornton ◽  
...  
Keyword(s):  
The Self ◽  
Data Sources ◽  
Needs Analysis ◽  
Learning Needs ◽  
International Studies ◽  
Student Needs ◽  
Self Directed Learning ◽  
Environment Analysis ◽  
Multiple Data ◽  
Directed Learning

As explained in the first installment of this report (Thornton, 2013), the learning advisor (LA) team at Kanda University of International Studies (KUIS) has engaged in redesigning a curriculum for the Self-Access Learning Centre (SALC) by following a framework adapted from the Nation and Macalister (2010) model. This framework, which is based on an investigation of student needs, aims to establish criteria in the shape of clear principles and goals. Following the Environment Analysis stage, detailed in the previous installment of this column (Thornton, 2013), this paper describes the needs analysis stage which was undertaken in 2012.

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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