Wednesday Sessions
David Little (Keynote speaker), Ireland
Learner autonomy, self-assessment and language tests: towards a new assessment culture:
In a learner-centred curriculum learners are involved in self-assessment. Reflection is crucial and should be done in the target language.
Hebe Wong, Hong Kong
Enhancing self-access learning in an online editing programme:
Guarantees 72 hr turnaround on feedback, logs common errors, offers timely workshops and links errors to dictionaries and collocation sites.
Stella Hurd, UK
Investigating emotions in independent language learning: issues and research methods:
Emotions affect learning, but are difficult to research. Think aloud protocol useful for uncovering positive, negative and neutral emotions.
Christophe Hafner and Jean Young, Hong Kong
Reflection assessed: Supporting a process or modeling a product?
Reflection: essential part of autonomy. Teachers can identify a
“good reflection” but cannot explain why it is good. Should we measure it?
Phil Benson (invited speaker), Hong Kong
Language learning and autonomy in the age of new literacies:
Educators make assumptions that learners never use English. It is likely that they are using English to interact with others on the Internet.
Thursday presentations
Jo Mynard, Japan
Benefits and challenges of computer-based resources for self-access:
Not all CALL activities have the same pedagogic function, but all have a place in a SAC if supported and packaged appropriately.
Sara Cotterall, Australia
Border crossings: Identity and learner autonomy in an Australian university:
Linguistic, academic and cultural challenges face overseas graduate students in Australia. Sharing learners’ stories may offer support.
Midori Sasaki, Gerald Williams and Jonathan Aliponga, Japan
Activities at the self-access centre connected to the curriculum:
Autocratic approach aiming to build community and inclusiveness. Students without homework kicked out of class and sent to the SAC to do it.
Shu Hua (Vivien) Kao, Taiwan
Developing learner autonomy through peer teaching:
Peer tutors felt a sense of responsibility and motivation for learning, developed confidence and learned more collaboratively
Cynthia White (invited speaker), New Zealand
Inside independent learning: Old and new perspectives:
Important to understand communities and how individuals adapt within them. Need to develop lifelong and life-wide learning skills
Linda Murphy, UK
I’m not giving up! Motivation maintenance in independent language learning:
What keeps distance learners going? A combination of social, self-motivation, affective, volitional strategies and intrinsic motivation.
Friday Presentations
Maria Chávez Sánchez and David Gardner, Mexico / Hong Kong:
The validation of self-access centres
Developing a system (a kind of professional accreditation) which evaluates and certifies SACs with reference to their own goals and context.
Leena Karlsson, Finland
A narrative of learning and teaching EFL:
Experiental narrative as pedagogic text. Auto/biography (with slash) in an analytic term for both research and practice
Chen-Yu Lin (and Rebecca Oxford who was not present), USA
Autonomous learners in the digital realm: Exploring digital language learning strategies from multiple theoretical perspectives:
Digital natives able to use technology, but this does not mean that they know how to use technology to learn. Need to develop strategies.
Marina Mozzon-McPherson (invited speaker), UK
Advising / Counselling in practice:
Advisers provide a supportive environment. Enables learner to achieve goals + more resourceful, effective, fulfilling learning experience.
Lindsay Miller and David Gardner, Hong Kong
Uncovering SAC managers’ attitudes and approaches to autonomous language learning:
SAC management is influenced by managers’ beliefs about self-access learning
Posted by jomynard at 10:01:50. Filed under: Conference Notes
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