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Phil Benson is Professor of Applied Linguistics at Macquarie University. His main research interests are in autonomy and language learning in and out of the classroom. Pursuing these interests has recently led him into research projects on study abroad, language learning and new digital media, and the roles of popular culture in second language learning. His preferred research methods are qualitative and he is especially interested in narrative inquiry as an approach to language learning research. He is the author of Teaching and Researching Autonomy in Language Learning (Pearson, 2011), co-author of Second Language Identity in Narratives of Study Abroad (Palgrave Macmillan, 2012) and Narrative Inquiry in Language teaching and Learning Research (Routledge. 2013), and co-editor of Beyond the Language Classroom (Palgrave Macmillan, 2011). With more than 30 years experience in language education in Asia, he is keen explore opportunities for collaborative work on autonomy in language learning in Asia and Australasia. . As researchers begin to take more interest in language learning beyond the classroom, it is becoming clear that classroom instruction is insufficient for learners who aim at high levels of foreign language proficiency. Evidence is also emerging that classroom instruction may not be as necessary as we once thought it was. Learners who engage only in out-of-class learning are not necessarily disadvantaged and may even achieve higher levels of proficiency than learners who combine in-class and out-of-class learning. The importance of out-of-class learning has long been recognized, but learners have faced difficulties of access to languages that are not widely used in their local communities. Self-access centers are one way that teachers have found to provide this access locally. Now we have the Internet, which potentially offers 'access all areas' to language learners who are creative and determined to take advantage of the opportunities on offer. This paper considers the implications of this change for language teaching and, in particular, it implications for what we do in the the classroom and how we approach self-access. |
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Maestra en Comunicación y Tecnologías Educativas y Maestra en Entornos Virtuales de Aprendizaje. Coordinó la mediateca del CELE-UNAM de 1998 a 2012, periodo en el que se desarrollaron los proyectos: Diplomado Formación de Asesores de Centros de Autoacceso de Lenguas Extranjeras, Consultamediateca, LEAA Lenguas en Aprendizaje Autodirigido: Revista electrónica de la mediateca del CELE, Centro de Apoyo a la Docencia y Mediatecas del Bachillerato de la UNAM, entre otros. Los centros de autoacceso (CAA) han sido por casi cuatro décadas un importante movimiento a escala mundial para promover la autonomía del aprendiente de lenguas. En México desde los años 90 las universidades públicas estatales y otras instituciones de educación superior como la UNAM establecieron CAA con varios propósitos orientados, de manera global, a fortalecer el aprendizaje de lenguas. Esto se ha puesto en práctica mediante la provisión de infraestructura y recursos, así como de apoyo académico: asesoría y formación del aprendiente, a fin de ayudar a los estudiantes universitarios a desarrollar las competencias y habilidades que los faculten para tomar las decisiones y el control de su propio proceso de aprendizaje. |
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Dr. David McLoughlin is an associate professor at Meiji University in Tokyo, Japan where he teaches undergraduate and graduate classes in language studies and applied linguistics. He holds a doctorate in TEFL from the University of Exeter, UK and an M.Phil in applied linguistics from Trinity College, Dublin, Ireland. He has taught in Ireland, Spain, England, the UAE and Japan. His areas of interest are motivation, attribution research and learner development. Models of self-regulation tend to focus on individuals' motivation in terms of goals (Hidi and Ainley, 2009). From this perspective, motivation depends on how much value individuals assign to particular outcomes and their expectations of achieving them (Sansone, Smith, Thoman, & MacNamara, 2012). However, recent research has gone beyond looking at how individuals monitor their progress toward goals; it has also begun to look at how they monitor their affective states, such as frustration, satisfaction, enjoyment or interest (Sansone, Smith, Thoman, & MacNamara, 2012). It is within this area of research that interest is being increasingly explored. Interest is an emotion that consists of interacting affective and cognitive components (Hidi & Ainley, 2009). Researchers distinguish between two types of interest: situational interest and individual (or personal) interest (Hidi, 1990). Interest can develop, going from situational interest, which may or may not be sustained, to a dispositional individual interest. Hidi and Ainley (2009) propose that individuals go through certain phases of interest development. They consider an individual's ability to increase interest to be an important aspect of self-regulation, in the sense that changes in the amount and the nature of interest can aid the development and maintenance of self-regulation. This talk will discuss the development of interest as an aspect of self-regulated learning. The presenter will refer to findings from a study done at a Japanese university to show the role of interest in maintaining learner motivation in a course of independent study. |
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Dr. Jo Mynard is an associate professor and director of the self-access learning centre (SALC) at Kanda University of International Studies in Japan. She holds an Ed.D. in TEFL from the University of Exeter, UK and an M.Phil. in applied linguistics from Trinity College, Dublin, Ireland. She has taught English in various countries and has given presentations and workshops related to learner autonomy to colleagues around the world. She has been involved in facilitating self-access learning since 1996 and is the founding editor of Studies in Self-Access Learning Journal. She has co-edited two books on learner autonomy and two on advising in language learning. Her most recent book ‘Reflective dialogue: Advising in language learning’ (co-authored with Satoko Kato) was published by Routledge New York in 2015. The field of self-access language learning has come a long way since SACs first started to appear in the 1970s. Supporting language learners via self-access centres now spans five decades, but what have we learned in that time? Many colleagues have actively responded to technological and pedagogical innovations and engaged in research enabling us to better understand our learners, their needs, and how to support them in self-access contexts. In my presentation I would first like to acknowledge the progress we have made so far in the field. This will lead to an expanded definition of self-access learning. I will then propose several recommendations - with practical examples - for the coming years in order for us to build on what we have learned, yet adapt to the changing needs of language learners. The recommendations will include:
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Profesora de tiempo completo en el Centro de Enseñanza de Lenguas Extranjeras de la UNAM. Responsable académica del Diplomado “Formación de Asesores de Centro de Autoacceso de Lenguas Extranjeras” y tutora de los módulos “Formación del Aprendiente y "Materiales Didácticos para el centro de autoacceso”. Asesora de la mediateca del CELE-UNAM desde 1996. Obtuvo el grado de Maestra en Tecnología Educativa por el Instituto Tecnológico y de Estudios Superiores de Monterrey y es especialista en Entornos Virtuales de Aprendizaje por la Organización de Estados Iberoamericanos y Virtual Educa. Licenciada en Letras Modernas Inglesas de la Facultad de Filosofía y Letras de la UNAM. Uno de sus principales intereses es la formación del aprendiente a través de actividades, talleres y herramientas digitales. La formación del aprendiente es un elemento medular en la estructura académica de un centro de autoacceso que desea desarrollar la autonomía del aprendiente de lenguas. A lo largo de su historia, casi 4 décadas, los centros han procurado ofrecer a los estudiantes esta formación mediante tres elementos que poco a poco se han ido consolidando: la asesoría, los materiales y diferentes actividades para Aprender a aprender. |