Are Learners Becoming More Autonomous? The Role of Self-Access Center in EFL College Students' English Learning in Taiwan

Autor/in	Chung, I-Fang
Titel	Are Learners Becoming More Autonomous? The Role of Self-Access Center in EFL College Students' English Learning in Taiwan
Quelle	In: Asia-Pacific Education Researcher, 22 (2013) 4, S.701-708 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-013-0076-y
Schlagwörter	English (Second Language); Second Language Learning; College Students; Foreign Countries; Student Motivation; Focus Groups; Interviews; Independent Study; Personal Autonomy; Second Language Instruction; English Teachers; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Collegestudent; Ausland; Schulische Motivation; Interviewing; Interviewtechnik; Selbststudium; Individuelle Autonomie; Fremdsprachenunterricht; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende
Abstract	The research study seeks to explore college students' motivation for visiting Self-Access English Learning Center (SAC) and how learner autonomy might be developed through SACs. Data were collected by interviewing students and English instructors to identify the role that SACs play in learning English. A total of 24 juniors and four English teachers from four universities in Taiwan joined the focus group interviews and in-depth interviews, respectively. Findings reveal that students' motivation for visiting SACs is mainly instrumental since meeting course requirement and preparing for English proficiency tests were most commonly mentioned. Most teachers try to enhance the links between the taught English course and self-access learning at SACs, so participants generally perceive the usefulness of SACs but tend to be dependent on teachers in learning. The findings indicate the discrepancy between the prospective role of SACs and the role they actually play. Furthermore, the establishment of SACs does not necessarily result in autonomous learning among their users. In the context of Taiwan, autonomous learning needs to be encouraged with sufficient and ongoing support from teachers so that SACs would play a better role in developing autonomous and independent learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01