Advising for language learner autonomy conference held at KUIS

14 11 2011

Kanda University of International Studies hosted the Advising for language learner autonomy: A Learner Autonomy SIG event last Saturday, November 12th. The conference focused on language advising. Conference convener Dr. Jo Mynard added, “As far as I know, there has not been an event dedicated to advising in eleven years, so the time was definitely right for this conference.”

Plenary speakers included University of Birmingham’s Lucy Cooker and Macquarie University’s Dr. Chris Candlin. Aside from the main speakers, there were eighteen presentations, one workshop, ten posters and ten virtual presenters, who beamed their talks in from remote locations around the world. Talks focused on the field of advising for language learner autonomy. Although most delegates were from Japan, others hailed from over ten countries. “Advising for language learner autonomy is quite a specialist and emerging strand of applied linguistics, so I was really happy that we managed to attract over one hundred delegates,” reflected Dr. Mynard. For those who could not attend, some information, including presentation slides are still available on the conference website. More photos from the event can be seen here.


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Categories : General News

Video: The SALC at 10 years

7 11 2011

The Self-Access Learning Centre (SALC) at Kanda University of International Studies celebrates its 10th year of facilitating autonomous language learning in 2011. Watch interviews with SALC founder Lucy Cooker and current director Dr. Jo Mynard. More at: http://www.kandagaigo.ac.jp/kuis/salc/


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Categories : Videos

Published: Blended learning spaces: synchronous blending

7 11 2011

ELI lecturers Lara Promnitz-Hayashi, Daniel Jenks, Joe Geluso, Joachim Castellano and former lecturers Dirk MacKenzie and Roman Delgado, have published an article in the April 2011 issue of JALTCALL Journal. Publication details are as follows:

MacKenzie, D., Promnitz-Hayashi, L., Jenks, D., Geluso, J., Delgado, R., & Castellano, J., & Hinkleman, D. (2011). Blended learning spaces: Synchronous Blending. JALTCALL Journal 7(1), 43-60.

Discussions of blended learning (BL) have generally failed to account for the synchronous combination of computer-mediated and face-to-face interactions that can occur within a blended learning space (BLS). This paper provides an overview of BLS use by a department of 51 teachers at a Japanese university specializing in foreign language learning. Data was collected via a teacher questionnaire (n=38, response rate=75%) and follow-up interviews. Compared to non-BLS lessons, BLS lessons had different lesson goals, different patterns of interaction, different types of homework, more variety of media, and more variety of input and output. BLS lessons also showed signs of increased learner autonomy and motivation.

 

 

 


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Categories : Publications

IATEFL Conference at KUIS: Advising for Language Learner Autonomy

7 11 2011

Saturday November 12th (self-access tours available on Friday November 11th)

We look forward to welcoming visitors to KUIS this weekend for the IATEFL conference being hosted here. For more details, please see the event website http://advising2011.wordpress.com/

 

 

 

 

 

 

 


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Categories : Events

Published: Student Technology Use in a Self-Access Center

21 10 2011

ELI Lecturers Joachim Castellano and Troy Rubesch and ELI Assistant Director Jo Mynard have published an article in the October 2011 issue of Language Learning & Technology Journal. Publication details are as follows:

Castellano, J., Mynard, J., & Rubesch, T. (2011). Student technology use in a self-access center. Language Learning & Technology Journal, 15(3), 12-27.

Technology has played an increasingly vital role in self-access learning over the past twenty years or so, yet little research has been conducted into learners’ actual use of the technology both for self-directed learning and as part of everyday life. This paper describes an ongoing action research project at a self-access learning center (SALC) at a university in Japan. Previous research has mainly looked at resource availability in a self- access setting (see for example Lázaro & Reinders, 2007) or has evaluated the strengths and weaknesses of various technology tools (for example Ruiz-Madrid, 2006; Mynard, 2009). This paper presents an expansive view of technology-based language learning tools that includes materials design, support, and purchasing decisions. The paper shares findings of a qualitative research study involving a questionnaire and interviews with self- access center users. Concrete, corrective actions to remedy issues and improve language- learning opportunities for SALC users are reported. These include: raising awareness of the materials, improving formal and informal support, developing materials based on students’ patterns of use, and making more strategic purchasing decisions. Broader implications of the research are that technology deployment and support can be improved by focusing careful attention on the students served by a particular self-access center.

http://llt.msu.edu/issues/october2011/index.html


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Categories : Publications, Research

Published: The bespoke syllabus, objective setting and WIN analyses.

21 10 2011

SALC Learning Advisor Bob Morrison published an article in the Independence IATEFL Learner Autonomy SIG Newsletter.

Morrison, B. R. (2011). The bespoke syllabus, objective setting and WIN analyses. Independence IATEFL Learner Autonomy SIG Newsletter 52, 16-18.

In Richard’s (2001) seminal work on curriculum development and syllabus design, he discusses “organized course[s] of language instruction” (p.1). Much of what is covered in the areas of planning goals and learning outcomes are clearly relevant when planning a bespoke syllabus for an individual learner, yet the teacher-led needs analysis goes against the philosophy underlying self-directed language learning and the autonomy approach to learner facilitation. Nevertheless, with a few modifications, learners can be guided through a process of objective setting which goes beyond needs analysis to incorporate wants and interests. For learners without a clear knowledge of their learning objectives or the gaps in their linguistic abilities, this will result in learner-generated focus that can identify a clear purpose for language learning.


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Published: Developing a classroom-based self-access learning course: A course evaluation

21 10 2011

SALC Learning Advisor Tanya McCarthy has published an article in volume 3 of ELTWO Journal. Publication information is as follows:

McCarthy, T. M. (2011). Developing a classroom-based self-access learning course: A course evaluation. ELTWO Journal, volume 3.

This paper is based on the premise that a considerable amount of language can be acquired outside the classroom lesson, and that as educators it is our responsibility to raise awareness of the value of self-directed learning. Self-access language learning (SALL) promotes the idea that as there are different types of learners with different language needs, students learn better if they are actively in control of their own learning. The paper focuses on how a SALL course was integrated into the curriculum at a private university in Japan. A mixed method approach incorporated whole class and small group discussion, reflective diary writing, out-of-class learning and one-to-one meetings with the teacher. Feedback on the course from a questionnaire was used to evaluate learners’ perception of the effectiveness of the program. Results were favorable, showing that learners found this mode of learning helpful in organizing study habits; sustaining motivation; improving specific language skills; and increasing knowledge of self-access resources.

http://blog.nus.edu.sg/eltwo/2011/08/17/developing-a-classroom-based-self-access-learning-course-a-course-evaluation/


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