File Download
 
 
Supplementary

Conference Paper: In-service teacher development for facilitating learner autonomy in curriculum-based Self-Access Language Learning (SALL)
  • Basic View
  • Metadata View
  • XML View
TitleIn-service teacher development for facilitating learner autonomy in curriculum-based Self-Access Language Learning (SALL)
 
AuthorsLai, C
 
KeywordsIn-service teacher development
SALL
Learner autonomy
Self-access facilitation
 
Issue Date2010
 
PublisherZirve University.
 
CitationThe 1st International Foreign Language Teaching Conference: Independent Learning, Gaziantep, Turkey, 1-3 June 2010. [How to Cite?]
 
AbstractThis paper aims to identify the challenges in-service language teachers are facing when they are asked to teach on a course with a self-access language learning (SALL) component, and the support and training that they perceive necessary to help learners to maximize their SALL experience. There is a large body of literature discussing ways to build, reinforce and measure learner autonomy, and attempts have been made to integrate SALL into the curriculum with various levels of success. The success and failure of those curriculum-based SALL programmes were often attributed to learner motivation, learner training, learner strategies, peer influence and availability and quality of resources in self-access centres. Teachers’ roles in curriculum-based SALL have not received as much attention as they deserve. Very often practising teachers with very little or even no experience or knowledge about SALL are asked to promote autonomous learning in their classes but training about SALL for those teachers is insufficient. This paper reports the findings of interviews with EAP instructors teaching on a course with a major SALL component in a university in Hong Kong. Recommendations on appropriate teacher development regarding the facilitation of SALL within the curriculum are offered.
 
DescriptionIn David Gardner (Ed.), Fostering Autonomy in Language Learning, Chapter 14, p. 148-160, Gaziantep: Zirve University
Fostering Autonomy in Language Learning (New book - free access online) is hosted by the Faculty of Education at Zirve University, Gaziantep, Turkey. It can be accessed electronically at: http://ilac2010.zirve.edu.tr
 
DC FieldValue
dc.contributor.authorLai, C
 
dc.date.accessioned2011-06-07T02:23:58Z
 
dc.date.available2011-06-07T02:23:58Z
 
dc.date.issued2010
 
dc.description.abstractThis paper aims to identify the challenges in-service language teachers are facing when they are asked to teach on a course with a self-access language learning (SALL) component, and the support and training that they perceive necessary to help learners to maximize their SALL experience. There is a large body of literature discussing ways to build, reinforce and measure learner autonomy, and attempts have been made to integrate SALL into the curriculum with various levels of success. The success and failure of those curriculum-based SALL programmes were often attributed to learner motivation, learner training, learner strategies, peer influence and availability and quality of resources in self-access centres. Teachers’ roles in curriculum-based SALL have not received as much attention as they deserve. Very often practising teachers with very little or even no experience or knowledge about SALL are asked to promote autonomous learning in their classes but training about SALL for those teachers is insufficient. This paper reports the findings of interviews with EAP instructors teaching on a course with a major SALL component in a university in Hong Kong. Recommendations on appropriate teacher development regarding the facilitation of SALL within the curriculum are offered.
 
dc.description.naturelink_to_OA_fulltext
 
dc.descriptionIn David Gardner (Ed.), Fostering Autonomy in Language Learning, Chapter 14, p. 148-160, Gaziantep: Zirve University
 
dc.descriptionFostering Autonomy in Language Learning (New book - free access online) is hosted by the Faculty of Education at Zirve University, Gaziantep, Turkey. It can be accessed electronically at: http://ilac2010.zirve.edu.tr
 
dc.description.otherThe 1st International Foreign Language Teaching Conference: Independent Learning, Gaziantep, Turkey, 1-3 June 2010.
 
dc.identifier.citationThe 1st International Foreign Language Teaching Conference: Independent Learning, Gaziantep, Turkey, 1-3 June 2010. [How to Cite?]
 
dc.identifier.hkuros170400
 
dc.identifier.hkuros186246
 
dc.identifier.urihttp://hdl.handle.net/10722/133895
 
dc.languageeng
 
dc.publisherZirve University.
 
dc.relation.ispartofInternational Foreign Language Teaching Conference
 
dc.subjectIn-service teacher development
 
dc.subjectSALL
 
dc.subjectLearner autonomy
 
dc.subjectSelf-access facilitation
 
dc.titleIn-service teacher development for facilitating learner autonomy in curriculum-based Self-Access Language Learning (SALL)
 
dc.typeConference_Paper
 
<?xml encoding="utf-8" version="1.0"?>
<item><contributor.author>Lai, C</contributor.author>
<date.accessioned>2011-06-07T02:23:58Z</date.accessioned>
<date.available>2011-06-07T02:23:58Z</date.available>
<date.issued>2010</date.issued>
<identifier.citation>The 1st International Foreign Language Teaching Conference: Independent Learning, Gaziantep, Turkey, 1-3 June 2010.</identifier.citation>
<identifier.uri>http://hdl.handle.net/10722/133895</identifier.uri>
<description>In David Gardner (Ed.), Fostering Autonomy in Language Learning, Chapter 14, p. 148-160, Gaziantep: Zirve University</description>
<description>Fostering Autonomy in Language Learning (New book - free access online) is hosted by the Faculty of Education at Zirve University, Gaziantep, Turkey. It can be accessed electronically at: http://ilac2010.zirve.edu.tr</description>
<description.abstract>This paper aims to identify the challenges in-service language teachers are facing when they are asked to teach on a course with a self-access language learning (SALL) component, and the support and training that they perceive necessary to help learners to maximize their SALL experience. There is a large body of literature discussing ways to build, reinforce and measure learner autonomy, and attempts have been made to integrate SALL into the curriculum with various levels of success. The success and failure of those curriculum-based SALL programmes were often attributed to learner motivation, learner training, learner strategies, peer influence and availability and quality of resources in self-access centres. Teachers&#8217; roles in curriculum-based SALL have not received as much attention as they deserve. Very often practising teachers with very little or even no experience or knowledge about SALL are asked to promote autonomous learning in their classes but training about SALL for those teachers is insufficient. This paper reports the findings of interviews with EAP instructors teaching on a course with a major SALL component in a university in Hong Kong. Recommendations on appropriate teacher development regarding the facilitation of SALL within the curriculum are offered.</description.abstract>
<language>eng</language>
<publisher>Zirve University.</publisher>
<relation.ispartof>International Foreign Language Teaching Conference</relation.ispartof>
<subject>In-service teacher development</subject>
<subject>SALL</subject>
<subject>Learner autonomy</subject>
<subject>Self-access facilitation</subject>
<title>In-service teacher development for facilitating learner autonomy in curriculum-based Self-Access Language Learning (SALL)</title>
<type>Conference_Paper</type>
<description.nature>link_to_OA_fulltext</description.nature>
<identifier.hkuros>170400</identifier.hkuros>
<identifier.hkuros>186246</identifier.hkuros>
<description.other>The 1st International Foreign Language Teaching Conference: Independent Learning, Gaziantep, Turkey, 1-3 June 2010.</description.other>
<bitstream.url>http://hub.hku.hk/bitstream/10722/133895/2/re01.htm</bitstream.url>
</item>