I would like to know to what extent the general guidelines used for activating self-access learning can facilitate the listening skill in L2 classrooms.
By controlling the audio, L2 learners can rehear problematic segments many times and, thus, overcome perception difficulties (Field 2008a, Cauldwell 2002, 1996). On the other hand, Students like controlling the audio and doing self-access activities, in fact such activities have a positive impact on the moral of l2 students as most feel more confident when listening in English.
Hi Reza
As you and all the other colleagues know what you pointed is based on the Vygotky's ZPD theory. According to Vygotsky, social interaction plays an important role in the learning process and proposed the zone of proximal development (ZPD) where learners construct the new language through socially mediated interaction. It also could be supported by the Distributed scaffolding , a concept developed by Puntambekar and Kolodner (1998) that describes an ongoing system of student support through multiple tools, activities, technologies and environments that increase student learning and performance.
Originally introduced by Wood, Bruner, and Ross (1976), the learning tool of scaffolding is rooted in individualized support and tutoring. Through scaffolded or tutored instruction, a teacher was able to guide the student through a complex set of building block tasks in order to achieve a final pyramid product that the learner may not have been able to complete without this active support.
The importance of learner autonomy can not be underestimated. It gained importance about 20 years ago when the studies in teaching and learning shifted its focus from language teaching to language learners and learning. However, the ways to encourage the learners to value self-access tools and know how to incorporate them in their language practices needs further discussions and investigations.
In a recent study done by Zou (2011), the researcher, through interviews and questionnaires, realized some sorts of reservations from students in using computer-based programs in improving their language skills. According to Zou, in 2003 an experimental university in China established a self-access center to practice learner autonomy. However, fewer students have welcomed such facilities in their university. According to the findings of this study, some of the learners have claimed that they have not been accustomed to self-access learning, while others have mentioned the difficulty level of the listening and reading materials, and not knowing how to practice and manage with self-access programs.
Therefore, it seems to self-access programs be successful, the teachers' step by step guidance, particularly in initial stages is of utmost importance. Further, the listening tasks should be assigned to learners as a compulsory part of their activities and in small sections with clear guidelines.
Source: Zou, X. (2011). What happens in different contexts and how to do learner autonomy better?. Teacher Development. 15 (4). 421-433.
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Honestly, Agha Reza Birla, it depends on the EFL context. For instance, in Thailand where I am currently assigned as a TA at the Self-Access Language Learning Center (SALLC) of a University, the meaning of Self-Access is literally nondescript to a majority of students. The only time they feel compelled to access assistance is prior to exams or for proof-reading their academic essays. The concept of autonomy or taking responsibility for ones' own learning which in my perspective forms the foundation of Self-access centers is seldom observed. In Iran, students have an increased intrinsic motivation to excel in the English language. However, the nature of the majority of Thai students in provinces away from business hubs lacks this very important quality for accessing the benefits of Self-Access centers. Hope your research in this area can provide solutions for such students.
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