Learners' perceptions of learning gains in self-access

Abstract

Self-Access Language Learning (SALL) is now a significant part of many second language educational institutions world-wide. However, research findings reveal that there are clearly different views on the role of SALL and the contribution it makes to learners' development. The evaluation of self - access as a learning environment has been perceived as difficult for several reasons; self-access systems are complex, they are concerned with meeting a variety of learners' individual needs, and each learning environment is seen as unique. Most Self-Access Language Learning evaluation has been prompted by the main stakeholders and has largely been concerned with numbers attending the SALL facilities, the materials used, and general learner satisfaction with programmes and centres. More recent research shows that many Self - Access facilities make good attempts to help learners analyse their needs and establish learning goals and outcomes. However, before we can say that SALL is truly effective in developing leamers' proficiency, it is necessary to investigate learners perceptions of their gains in a SALL environment. This study investigates the perceptions of five adult second language learners from two different groups who used the SALL facility at a New Zealand university for one trimester. One group of students were native speakers of English from the school of European languages enrolled in a first year French course. The other group were non-native speakers of English from the English Language Institute enrolled in the English Proficiency Programme. This study explores the relationship between learner activity in the SALL facility and the learners' perception of its contribution to their (a) language proficiency and (b) their development as independent learners. The results show that self-selected, motivated, language learners perceive that work in a SALL environment contributes to both language proficiency and to the development of independent learning. The implications of the findings are that effective SALL requires, ongoing learner support, ongoing learner familiarisation and review of the SALL facilities, and programmes that promote understanding of the role and benefits of learner self-assessment. It suggests the teacher's role in ensuring the continued development of effective SALL is significant.