EFL Students’ Attitudes towards Self-Access Language Learning Centers (SALC): The Case of Iranian ESP Students
محورهای موضوعی : English Language Teaching (ELT)
فرزانه جاودانی
1
,
حمید رضا مهبودی
2
,
ناصر غفوری
3
,
آملیا عبدالله
4
1 - University Sains Malaysia
2 - Rabbi Rashid Higher Education College – Tabriz, Iran
3 - Department of English, Islamic Azad University, Tabriz Branch,
Tabriz, Iran
4 - University Sains Malaysia
کلید واژه: Autonomy, Autonomous Learning, English for specific purposes (ESP), Self-Access Centre (SAC), Self-Access Language Learning (SALL(,
چکیده مقاله :
This article presents the attitude of ESP learners towards the role of Self-Access Language Learning Centres in improving their reading comprehension. It provides an evaluation of the success of these contents as well as an interpretation of students’ understanding of the related concepts. Finally it identifies factors that enhance or hinder the successful implementation of Self-Access Language Learning. Both qualitative and quantitative instruments were used to elicit data that give insight into learners’ perceptions of the issues under review. Self-Access Language Learning was evaluated positively by the students, both as a means to improve specialised English and as a means to develop autonomy as well as autonomous learning skills. The study identified a number of factors that contributed to these perceptions. It also revealed that students’ understanding of independent learning is rather shallow. Finally a number of recommendations were made for a successful implementation of Self-Access Language Learning into a curriculum.
این مقاله به بررسی نگرش دانشجویان نسبت به نقش مراکز خودآموزی زبان در پیشبرد مهارت خواندن و درک مطلب متون تخصصی می پردازد. ارزیابی میزان موفقیت اجزاء مربوط ، تفسیر میزان درک زبان آموزان از مفاهیم مربوط به آن و سرانجام شناسایی عواملی که اجرای موفقیت آمیز اینگونه مراکز را تهدید یا تشویق می کنند از دیگر موارد بحث شده در این مقاله می باشند. برای جمع آوری اطلاعاتی که نگرش دانشجویان را منعکس می کند ابزارهای کمی و کیفی مورد استفاده قرار گرفته است. خودآموزی زبان، هم به عنوان ابزاری برای بهبود مهارت زبان تخصصی و هم وسیله ای برای توسعه مهارتهای یادگیری مستقل توسط زبان آموزان امری مثبت ارزیابی شده است. مقاله حاضر تعدادی از عواملی را که منجر به چنین برداشت و نگرشهایی از سوی زبان آموزان می شدند را شناسایی و نشان می دهد که درک دانشجویان از امر خودآموزی یا یادگیری مستقل بیشتر سطحی و ضعیف است. در نهایت برای اجرای موفقیت آمیز خودآموزی زبان در برنامه های آموزشی راه کارهایی چند ارائه شده است.
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