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Article: Bridging the gap: Utilising self-access learning as a course component

TitleBridging the gap: Utilising self-access learning as a course component
Authors
Issue Date1999
PublisherSage Publications Ltd. The Journal's web site is located at http://www.sagepub.co.uk/journal.aspx?pid=106712
Citation
Relc Journal, 1999, v. 30 n. 1, p. 158-173 How to Cite?
AbstractThe use of self-access centres by independent learners is only one of the ways that such important institutional learning resources may be used. The SAC can also be exploited by class teachers and course co-ordinators to supplement teaching and reinforce course objectives at the individual level. This may help to bridge the gap between independent language learning and total teacher control and may be particularly valuable for students whose past experiences have lead them to expect a great deal of teacher direction. In this article we describe how self-access learning was integrated as part of a classroom-taught course in Business English and evaluate the effectiveness of this approach. From the lessons learnt from our experiences, we consider the implications for improving the effectiveness of other integrated self- access learning projects.
Persistent Identifierhttp://hdl.handle.net/10722/175456
ISSN
2015 SCImago Journal Rankings: 0.533
References

 

DC FieldValueLanguage
dc.contributor.authorYeung, Len_US
dc.contributor.authorHyland, Fen_US
dc.date.accessioned2012-11-26T08:58:48Z-
dc.date.available2012-11-26T08:58:48Z-
dc.date.issued1999en_US
dc.identifier.citationRelc Journal, 1999, v. 30 n. 1, p. 158-173en_US
dc.identifier.issn0033-6882en_US
dc.identifier.urihttp://hdl.handle.net/10722/175456-
dc.description.abstractThe use of self-access centres by independent learners is only one of the ways that such important institutional learning resources may be used. The SAC can also be exploited by class teachers and course co-ordinators to supplement teaching and reinforce course objectives at the individual level. This may help to bridge the gap between independent language learning and total teacher control and may be particularly valuable for students whose past experiences have lead them to expect a great deal of teacher direction. In this article we describe how self-access learning was integrated as part of a classroom-taught course in Business English and evaluate the effectiveness of this approach. From the lessons learnt from our experiences, we consider the implications for improving the effectiveness of other integrated self- access learning projects.en_US
dc.languageengen_US
dc.publisherSage Publications Ltd. The Journal's web site is located at http://www.sagepub.co.uk/journal.aspx?pid=106712en_US
dc.relation.ispartofRELC Journalen_US
dc.titleBridging the gap: Utilising self-access learning as a course componenten_US
dc.typeArticleen_US
dc.identifier.emailHyland, F: fhyland@hku.hken_US
dc.identifier.authorityHyland, F=rp00907en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1177/003368829903000107en_US
dc.identifier.scopuseid_2-s2.0-61049129949en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-61049129949&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume30en_US
dc.identifier.issue1en_US
dc.identifier.spage158en_US
dc.identifier.epage173en_US
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridYeung, L=7004462812en_US
dc.identifier.scopusauthoridHyland, F=6603622575en_US

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