A salutary lesson from a computer-based self-access language learning project
Much has been learnt about the advantages of computer-based self-access language learning (SALL). However, little is mentioned about the pitfalls of using SALL to promote learning independence. This article presents a study of some university students' use of SALL. It reports their responses to the integration of SALL into an ESL course. The subjects were required to do a SALL project to improve their English, develop interest in computer-based self-learning and enhance learner autonomy. On completion, they were asked to submit an individual portfolio about their SALL activities. Afterwards, a separate anonymous questionnaire was used to solicit their feedback on the effectiveness of SALL. Results from the two channels were surprisingly opposite: the former was positive while the latter was negative. A further analysis reveals that the subjects did not gain much from the project, and their positive comments were made as a part of their assignment. Comparatively, the negative comments mirrored their true feelings. According to the feedback, it would be less successful if SALL was treated as a compulsory learning task. Besides, to make SALL really helpful to the learners, the teachers' guidance is indispensable, particularly at the initial stages. © 2010 Taylor & Francis.
Computer-assisted language learning (call), Learner autonomy, Learning independence, Self-access language learning (sall)
Source Publication Title
Computer Assisted Language Learning
Taylor & Francis
Link to Publisher's Edition
Lu, D. (2010). A salutary lesson from a computer-based self-access language learning project. Computer Assisted Language Learning, 23 (4), 343-359. https://doi.org/10.1080/09588221.2010.511588