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Directions in Self-Access Language Learning

David Gardner ,Lindsay Miller

Publication Year: 1994

This is a collection of articles on the topic of self-access language learning by a variety of experienced educators currently active in the field of English language teaching in Hong Kong. Separate chapters discuss a wide range of issues confronting ELT professionals in tertiary and secondary education, and in the private sector.

Published by: Hong Kong University Press, HKU

Table of Contents

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pp. v-vi

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pp. vii

As a concept, self-access language learning has been around for some time now. The notion, while not yet in its dotage, is certainly well beyond the first blush of youth. Despite this, there has been surprisingly little forward movement, either conceptually or pedagogically, since the concept began to attract serious attention in the...

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pp. ix-xiv

The past five years has seen an explosion of interest in self-access language learning in many parts of the world. This interest is most obvious in such places as the Centre de Recherches et d' Applications P


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pp. xv-xvii

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pp. xviii

We would like to thank the English Centre of the University of Hong Kong for its donation towards part of the cost of this publication. We would also like to thank Barbara Clarke and the staff of Hong Kong University Press for their help...

Section 1: Approaches to Self-Access

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Self-Access Systems as Information Systems: Questions of Ideology and Control

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pp. 3-12

Until recently, self-access language learning facilities were discussed mainly in terms of support for projects in self-directed and autonomous learning (Holec 1981; Riley 1982; Dickinson 1987). But in the last few years, self-access has become an issue in its own right, and attention has shifted to organizational aspects of setting up and running self-access centres (Little...

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The Limits of Learner Independence in Hong Kong

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pp. 13-27

Since self-access embodies a learner-centred approach, it seems appropriate to start with some of the initial reactions which learners had to the introduction of learner independence in the programmes of study at the English Language Study-Centre, Hong Kong Polytechnic...

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A Self-Directed Project: A Critical Humanistic Approach to Self-Access

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pp. 29-38

A centrally administered special fund has been established in Hong Kong to provide grants for language enhancement. This Language Enhancement Grant has provided an unprecedented opportunity for working towards the ideals of equal access in language development for all tertiary students in Hong Kong. This is necessitated by the rapid expansion of tertiary...

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Self-Access Writing Centres

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pp. 39-42

Writing is the most prized of academic skills. It is by writing that most students studying at tertiary level are assessed and pass or fail their courses. Many native English users find writing difficult, so how much more difficult is it for non-native users of the language? This paper looks at the development of writing centres as part of self access centres (SAC) in the...

Section 2: Learner Training

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Helping Learners Plan and Prepare for Self-Access Learning

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pp. 45-58

This paper reports on the planning and preparation stage of a self-access project undertaken by first year undergraduates at the Hong Kong University of Science and Technology (HKUST). It also discusses ways teachers can help learners build better learning paths and emphasizes the importance of teacher intervention in the planning and preparation stage, particularly in helping learners establish statements of objective, and analysing...

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What Is the Fare to the Land of Effective Language Learning?

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pp. 59-63

FARE is a seven-day programme that trains learners to utilize, for self-directed language learning, the resources of the Independent Learning Centre (ILC) at the Chinese University of Hong Kong (CUHK). The name has two levels of meaning. It can be seen as the means used to reach a certain destination or a stage of accomplishment (like a bus fare), and, it...

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Self-Access Logs: Promoting Self-Directed Learning

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pp. 65-77

As has been noted by Sheerin (1989), a self-access centre (SAC) full of fine resources and advanced equipment does not necessarily lead to this desired type of learning. In fact, programmed self-access learning materials may lead to greater dependence than many of today's classrooms; however in such an environment, a student is likely to feel safe enough to...

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Training Learners for Independence

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pp. 79-87

During term time, the English Language Study-Centre is open only to students who attend a service-English course and have been identified by their service-English teachers as requiring supplementary tuition (in practice, the weakest 20% of a class). These students are referred to the Study-Centre for a compulsory twenty-hour programme. They attend in groups...

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Developing Pronunciation Skills through Self-Access Learning

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pp. 89-103

Interest continues to grow in creating materials to promote independent learning and in developing self-access centres (SAC). There are many examples of successful SACs around the world (Harding-Esch 1982; Dickinson 1987; Riley et al. 1989; Sheerin 1989; Miller 1992). The decision of what type of system to use in the SAC (Miller and Rogerson-Revell 1993...

Section 3: Materials

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Creating Simple Interactive Video for Self-Access / David Gardner

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pp. 107-114

Over the last few years Hong Kong has witnessed a flurry of activity in the area of self-access learning, particularly in relation to the learning of language. While the secondary sector is beginning to show a cautious interest, tertiary institutions have already made major investments of resources, both human and material, as have some non-government sponsored...

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Materials Production for Self-Access Centres in Secondary Schools

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pp. 115-126

The purpose of this paper is to show how materials can be developed for a self-access system in secondary schools. That such a centre is worthwhile is becoming more and more obvious to teachers in Hong Kong. It can go a long way towards the problem of large, mixed ability classes and free the teacher for more productive work with small groups or individuals. It...

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Self-Access Language Learning for Secondary School Students

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pp. 127-132

The summer of 1993 was the first time that the British Council in Hong Kong ran the Intensive English Language Programme for students entering Form 7. This course was designed to help these students bridge the gap between Chinese-medium secondary schools and English-medium tertiary education. There were approximately 1,100 students with a teacher-student ratio...

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Incorporating Aspects of Style and Tone in Self-Access CALL Courseware

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pp. 133-144

This paper reports on a computer-assisted language learning (CALL), self-access, job-seeking skills package designed for both undergraduate and postgraduate students at the Hong Kong University of Science and Technology (HKUST). The CALL exercises are based on an error analysis of students' letter and r

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From English Teacher to Producer: How to Develop a Multimedia Computer Simulation for Teaching ESL

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pp. 145-154

This paper describes the stages involved in developing a piece of multimedia courseware and suggests a framework for teachers who may be interested in this new technology for language teaching purposes. The paper first explains the rationale for designing a multimedIa computer simulation (1997 Dilemma) for tertiary students in Hong Kong. It then...

Section 4: Evaluating Self-Access

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Learning to Improve: Evaluating Self-Access Centres

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pp. 157-166

Current initiatives in the teaching and learning of English as a Second Language in Hong Kong have recognized the need to take account of developments in educational theory and practice which stress individual differences and learner independence. These developments have been practically realized in the establishment of self-access centres for language...

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Directions for Research into Self-Access Language Learning

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pp. 167-174

Kershaw (1993) paints a gloomy picture of the future of self-access language learning (SALL). He compares SALL facilities to those of language laboratories in the 1960s and in doing so reminds us of the earlier comments of Stern (1983:64) who declared that the 'introduction of the language laboratory was undertaken with virtually no systematic research...


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pp. 175-180

E-ISBN-13: 9789882200999
Print-ISBN-13: 9789622093621

Page Count: 200
Publication Year: 1994