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Presentation given by Jo Mynard at the "Directions in self-access" symposium at Kanda University of International Studies, Japan. October 19th, 2013. Self-access learning began to develop as a component of language teaching in Europe in the 1970s. Since then, although self-access centres have been introduced in institutions around the world, we are still discovering the factors that contribute to successful self-access learning. The presenter will show how self-access support has evolved since the 1970s, discuss some of the factors which contribute to successful self-access learning, and show how institutions are supporting learners as the field evolves. セッション1:「セルフアクセス」ってなに? 自立学習は、1970年代にヨーロッパで語学教育の一環として発達し始めた。それ以降、世界中の教育機関で自立学習センターが導入されてきたが、自立学習を成功へと導く様々な要因の発見は今なお続いている。発表では、1970年代以降どのように自立学習支援が発展してきたかを明らかにし、自立学習を成功へと導く要因についての考察、またその分野の発展にともないどのように教育機関が学習者を支援しているかについての説明を行う。
What is self access?
What is self access?
Jomynard
Paper presented at PALT Pilipinas, Cebu, December 7th, 2013. http://www.paltpilipinas.org This paper investigates the role affect plays in the self-directed learning process. The term “affect” in language learning covers learners’ emotions, feelings, and attitudes and the way these influence motivation (Dörnyei, 2001; Hurd, 2008). By regulating one’s affect through the use of affective strategies, learners can achieve a greater degree of control over learning outcomes (Benson, 2011). The presenters provide a literature review interwoven with a description of how affective factors are attended to in self-directed learning at a university near Tokyo in Japan, the authors draw upon data from research studies where affective aspects of such learning were investigated. Data were collected in the form of reflective journals written by students on their self directed work, and written comments in response to this work provided each week by learning advisors. Data were also collected from follow-up interviews with six learners and three learning advisors and the researchers conducted a grounded analysis of the data. The research investigated the ways in which comments made by learning advisors attended to affective factors and motivated the learners. Although learning advisors’ comments focus on cognitive, metacognitive and sociocultural-interactive and affective aspects of learning (Mynard, 2010; Thornton & Mynard, 2011), this study focuses on comments designed to motivate and encourage the learners. The data identified six ways in which written comments from learning advisors motivated and encouraged learners. The authors conclude with suggestions for other educators supporting learners in a self-directed learning context. Presenters Dr. David McLoughlin, School of Global Japanese Studies, Meiji University, Tokyo, Japan, dmcl_35@hotmail.com Dr. Jo Mynard, English Language Institute, Kanda University of International Studies, Japan About the presenters David McLoughlin is an Associate Professor at Meiji University in Tokyo. His areas of professional interest are learner development, motivation and attribution theory as applied to language learning. He has an M.Phil in applied linguistics from Trinity College, Dublin and Ed.D. in TEFL from the University of Exeter in the UK. Jo Mynard is an Associate Professor at Kanda University of International Studies in Japan. She is the Director of the Self-Access Learning Centre and Assistant Director of the English Language Institute. She holds an M.Phil. in Applied Linguistics from Trinity College, University of Dublin and a Doctorate in Education from the University of Exeter in the UK. She is the editor of SiSAL Journal (Studies in Self-Access Learning Journal).
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Over a two year period of using a Moodle based self-access resource, student logins were measured against student numbers in schools in order to evaluate the percentage of students’ usage. Peaks in student use seemed to correspond with teacher training initiatives. This paper outlines these initiatives and the relationship between student use of self-access ICT resources and teacher training. It also details the types of training and incentives offered to both teachers and students to improve the usage figures of self-access.
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Original presentation done by Anna Delmar (me), you have to ask for it before reproduce it in an open event, mention the doer.
Self access
Self access
annadelmar
semnatics is the part of the linguistics that tudy the componente and the organization in the sense of the wordsand study the sound of words
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Presentation given by Jo Mynard at the "Directions in self-access" symposium at Kanda University of International Studies, Japan. October 19th, 2013. Self-access learning began to develop as a component of language teaching in Europe in the 1970s. Since then, although self-access centres have been introduced in institutions around the world, we are still discovering the factors that contribute to successful self-access learning. The presenter will show how self-access support has evolved since the 1970s, discuss some of the factors which contribute to successful self-access learning, and show how institutions are supporting learners as the field evolves. セッション1:「セルフアクセス」ってなに? 自立学習は、1970年代にヨーロッパで語学教育の一環として発達し始めた。それ以降、世界中の教育機関で自立学習センターが導入されてきたが、自立学習を成功へと導く様々な要因の発見は今なお続いている。発表では、1970年代以降どのように自立学習支援が発展してきたかを明らかにし、自立学習を成功へと導く要因についての考察、またその分野の発展にともないどのように教育機関が学習者を支援しているかについての説明を行う。
What is self access?
What is self access?
Jomynard
Paper presented at PALT Pilipinas, Cebu, December 7th, 2013. http://www.paltpilipinas.org This paper investigates the role affect plays in the self-directed learning process. The term “affect” in language learning covers learners’ emotions, feelings, and attitudes and the way these influence motivation (Dörnyei, 2001; Hurd, 2008). By regulating one’s affect through the use of affective strategies, learners can achieve a greater degree of control over learning outcomes (Benson, 2011). The presenters provide a literature review interwoven with a description of how affective factors are attended to in self-directed learning at a university near Tokyo in Japan, the authors draw upon data from research studies where affective aspects of such learning were investigated. Data were collected in the form of reflective journals written by students on their self directed work, and written comments in response to this work provided each week by learning advisors. Data were also collected from follow-up interviews with six learners and three learning advisors and the researchers conducted a grounded analysis of the data. The research investigated the ways in which comments made by learning advisors attended to affective factors and motivated the learners. Although learning advisors’ comments focus on cognitive, metacognitive and sociocultural-interactive and affective aspects of learning (Mynard, 2010; Thornton & Mynard, 2011), this study focuses on comments designed to motivate and encourage the learners. The data identified six ways in which written comments from learning advisors motivated and encouraged learners. The authors conclude with suggestions for other educators supporting learners in a self-directed learning context. Presenters Dr. David McLoughlin, School of Global Japanese Studies, Meiji University, Tokyo, Japan, dmcl_35@hotmail.com Dr. Jo Mynard, English Language Institute, Kanda University of International Studies, Japan About the presenters David McLoughlin is an Associate Professor at Meiji University in Tokyo. His areas of professional interest are learner development, motivation and attribution theory as applied to language learning. He has an M.Phil in applied linguistics from Trinity College, Dublin and Ed.D. in TEFL from the University of Exeter in the UK. Jo Mynard is an Associate Professor at Kanda University of International Studies in Japan. She is the Director of the Self-Access Learning Centre and Assistant Director of the English Language Institute. She holds an M.Phil. in Applied Linguistics from Trinity College, University of Dublin and a Doctorate in Education from the University of Exeter in the UK. She is the editor of SiSAL Journal (Studies in Self-Access Learning Journal).
Investigating Affective Factors in Self-directed learning
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Self access learning oientation
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Over a two year period of using a Moodle based self-access resource, student logins were measured against student numbers in schools in order to evaluate the percentage of students’ usage. Peaks in student use seemed to correspond with teacher training initiatives. This paper outlines these initiatives and the relationship between student use of self-access ICT resources and teacher training. It also details the types of training and incentives offered to both teachers and students to improve the usage figures of self-access.
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Self-Access Language Learning
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Self access
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