Principles for integrating self-access language learning into Taught English Courses

Abstract

Learner autonomy is an essential goal of all learning for all learners (Cotterall, 2000; Littlewood, 1999). To promote learner autonomy to all learners, integrating self-access language learning (SALL) into regular taught English courses has been trialled in some parts of Asia e.g. Hong Kong, Japan, Thailand (see for example, Fisher, Hafner & Young, 2007; Gardner, 2007; Hafner & Miller, 2011; Thompson & Atkinson, 2010; Toogood & Pemberton, 2002). However, there have been different challenges in the integration process such as institutional constraints and resource constraints. This paper presents part of the findings of a study which examines the effectiveness of the integration of a SALL component into a regular Academic English course for Science students in the University of Hong Kong. Using a grounded theory approach and drawing on qualitative and quantitative data from 163 students and 7 teachers on the course, the findings show that after completing a course with an integrated SALL component, students have more positive perceptions of SALL and report an increase in autonomous capacity. However, the findings also show that although all 7 teachers acknowledge the value of SALL, some of them tend to play down the importance of SALL in classroom practice because of assessment weightings and time constraints but this impinges on the effectiveness of the integration. Based on the findings, I will propose a few principles which may contribute to the successful integration of SALL into taught English courses.