Selfaccess language learning as a support for EnglishMedium instruction

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Self-access language learning as a support for
English-Medium instruction

• Sasima Charubusp
• Thanapong Sombat
• Mae Fah Luang University

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Outline

• Why self-access at MFLU?
• Basic principles of self-access center
• Exploring the context the students and the
  teachers
• Individualize-Directed Learning (IDL) Program at
  MFLU Background and protocol
• Feedbacks on IDL from students and teachers
• Problems and Future Plan of IDL

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Why self-access at MFLU?

• contextual considerations
• MFLUs English-medium-of-instruction policy
• Students Low level of English proficiency upon
  entry
• EFL class sizes ranging from 25 up to 40
• mission to serve regional students, not always
  the strongest candidates
• Young, inexperienced teachers lacking in
  teaching methodolgy
• i.e. goal of improving immediate EFL success by
  augmenting regular instruction

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Basic principles of self-access center

• Self-access centers have to be operated in such
  a way as to meet the cultural expectations and
  the needs of the learners. (Deteramani Chan,
  1999, p. 146)
• Success depends on the ability of the
  institution to respond to its own users in a
  dynamic fashion (Esch, 1994, p. 1)

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Exploring the context TSG research project at
MFLU

• TSG Themes
• Teachers and Learners
• English-Medium-of-Instruction Policy
• Resources
• Bridging the Gaps
• Focus here on (1) Teachers and Learners

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General TSG Themes about MFLU students

• self-image following authority never made any
  decisions just accept what is on the
  blackboard.
• dependence just look for what teachers feed
  them
• learner responsibility passive, not very
  active dont want to participate in class

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Individualize-Directed Learning (IDL) Program

• part of The English Required Courses
• (3 hours/week lecture-based in formal
  classroom 2-3 hours/week self-access)
• provide a learner training prepare learners to
  develop learning autonomy
• guided, low-tension setting to promote emergence
  of motivation and awareness

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background and protocol

• IDL integrated into taught courses.
• IDL worth 10-15 of overall grades for course
• IDL work monitored and evaluated by
• IDL staff (specially trained in SALL)
• teachers (untrained)

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Learning Procedures

• 1. Fill out contract. (Consult with teacher.)
• - setting their own goal
• - proposing materials/learning
• activities/assessment
• 2. Work on goals and keep track of their
• learning activities on a record sheet.
• 3. Present work to teachers every week
• 4. Self-Assessment at mid-term
• 5. Adjusting goal and continue working
• 6. Complete self-assessment

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Goal-Setting Learning Contract
Students own
Realistic Target
?
?
? ?
? ?
Practical Planning
Accountability
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Student Feedback Conferences with students, as
recently as May, 2005
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• More Problems
• Sometimes we had trouble understanding the
  task, and we dont know who to ask. There were
  always self-access staff, but I didnt know how
  much I could rely on them.
• My only problem is my laziness. I know the
  program is good but there were times I was so
  lazy and too busy with other assignments. I even
  just copied my friends self-access work. Just
  want to get it done for the weekly grade!

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• More problems
• There were also other assignments in English
  course, and I felt that self-access work only
  topped up on those assignments. There was a
  problem of time constraint of the brief summer
  school five weeks. I was too overwhelmed.

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.and more problems!

• The goal and the study plan I set were rejected
  by the teacher. She said that I should have
  worked on the goals that she set for me. I had
  to believe her. I couldnt really do what I
  chose, not even follow my own plan.
• Teachers had unreasonable criteria to grade
  SALL work. They only looked at quantity not
  quality. Finally, students couldnt help but
  copy their friends work.

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• I didnt learn anything from the SALL this term.
  I used to do it with SAC staff during the
  summer, and I think I understand the process of
  SALL very well. But now, the teacher confused me
  because she didnt get what SALL mean.
• Its not as fun as last time. During the
  summer, we learned together with friends and SALL
  staff. We got the point we understood the
  process of SALL we helped each other. This term,
  it was really out of track. Teachers were not
  supportive.

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• Solutions
• I rearranged my time to work. I had to work
  on the weekend or the evening, too, so as to get
  the work done.
• For some work that I wasnt sure about right
  answers, I wrote it down in pencil first.
• When I found some unknown words, I guessed
  from the clues.

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• More solutions lessons learned
• I learned how to manage my own studies how to
  make my own choices how to plan and organize my
  work and how to assess myself.
• I learned to be more responsible and honest to
  myself, not to copy work from my friends.
• I asked my friends/SAC staff/teachers when I
  had problems with unknown words.

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• Perceived benefits of SALL
• I like it! I have freedom to do what I wanted,
  not just doing what the teacher wanted me to do.
  
• I think we benefited from learning how to
  depend on ourselves.
• I think it was easy to do it and we can obtain
  grades easily if only we work constantly.

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• Suggestions
• Teachers should be better informed about SALL.
  Each class did not follow the same guidelines.
• Not enough SALL staff insufficient materials.
  
• I know the ideal objective of SALL is to help
  develop our English proficiency but I couldnt
  help turn in the copied work. I didnt want to
  miss the deadline!

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• More suggestions
• I wish teachers will arrange some conferences
  with students even for 15 minutes. Not just
  have students turn in SALL work and receive
  points. Conferences help teachers understand
  what students need and want.
• In fact, I think I learned something but its
  less than last term. I think during the summer,
  I felt 80 improved but this term, it decreased
  to 30.
• Honestly speaking, I think SALL is boring and a
  waste of time. First, I thought it would have
  been more useful, but later on, it didnt look
  more than just finish the work weekly and turn it
  in.

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• One last suggestion
• It depends on each individual. Some people are
  not responsible for themselves, so they just
  copied and turned in their work. Even some good
  students sometimes copied because they didnt see
  why they had to work hard on it when teachers
  didnt have a reliable assessment. We should have
  a chance to choose if we want to adopt SALL or
  not. It shouldnt be integrated into courses.

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Teachers comments on IDL

• My experience with IDL during the summer
  semester last year, when I taught Composition 2,
  was not "cost effective."  the amount of time
  that it cost me for an "independent" learning
  program was outrageous.  I spent a lot of time
  going over rote material, that seemed anything
  but innovative or imaginative or in the end, very
  useful. 

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• A comment from the same teacher
• This semester was another matter.  With a loosely
  guided but strongly formulated independent
  "project" as the IDL portion of comp 1, my
  students were able to pursue on their own
  research goals into areas that interested them,
  using English as the medium. 
• The projects seemed very much in keeping in
  line with the university's commitment to English,
  while allowing students to formulate in English
  more than glancingly their ideas concerning their
  own career paths.

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• majoriy of students regard IDL as a burden
  rather than using it as a tool to enhance their
  learning. Their motive is to get grades by hook
  or by crook. Many students just copied their work
  from elsewhere. The question is how do we try to
  make IDL an activity that students enjoy rather
  than feel that it is a burden?

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• I think that marks should not be allocated to
  IDL, but instead given grades such as
  Ssatisfactory and UUnsatisfactory.
• I had already spoken to some other teachers to
  ask for advice on expectations and marking
  criteria of IDL the general advice was that
  they count little towards the final marks and
  that there is not enough time to deal with them
  effectively.  I also noted the Guidelines ask for
  the work not to be corrected.  Many teachers sign
  any work that is placed in front of them, however
  inadequate I understand why they do this, but I
  made a conscious decision not to.  I accept only
  IDLs which students bring to me personally they
  cannot be left on my desk

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General problems with IDL

• A large number of students enrolling in IDL
• Lack of teachers preparation and training.
• Teachers own background, perceptions and beliefs
  towards philosophy of education

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Future Plan of IDL

• Still being integrated into courses taught.
• Teacher training
• Set up clearer guidelines for students but leave
  them freedom to select from the choices so that
  they can still meet the requirement.

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An insight into IDL at MFLU

• IDL does not only attempt to help students to
  discover their learning styles, become aware of
  their own goal in English language learning
• IDL also encourage teachers to go through
  learning journey with students and teachers
  themselves learn to understand the concept of
  learner centeredness
• Both teachers and students are struggling to
  figure out how to make it work!