scholarly journals Learning Strategy Sheets: Supporting Advisors and Learners

2011 ◽  
pp. 43-47
Author(s):  
Katherine Thornton
Keyword(s):  
Language Learning ◽  
Learning Strategy ◽  
The Self ◽  
International Studies ◽  
Full Time ◽  
Help Desk ◽  
Minute Session

Learning advisors working at Kanda University of International Studies (KUIS) in Japan are available for consultation on language learning matters with any students, who are all language majors, or members of staff who would like some assistance with their language learning. Consultations with advisors are entirely voluntary and take place predominantly in English, the working language of the Self Access Learning Centre (SALC), and the L2 of most of our students. Learners may either reserve a 30 minute session with an advisor of their choice, or visit the Learning Help Desk in the SALC, which is manned throughout the day by one of our 9 full-time advisors.

scholarly journals A Framework for Curriculum Reform: Re-designing a Curriculum for Self-directed Language Learning

2013 ◽  
pp. 142-153 ◽  
Keyword(s):  
Language Learning ◽  
Curriculum Reform ◽  
Curriculum Design ◽  
The Self ◽  
International Studies ◽  
Self Directed Learning ◽  
Environment Analysis ◽  
Design Project ◽  
Directed Learning

Welcome to this new SiSAL column, which will examine a long-term project conducted at one institution in depth over several issues. The focus of this column will be the curriculum design project currently being undertaken at the Self-Access Learning Centre (SALC) at Kanda University of International Studies (KUIS) in Chiba, Japan. In my role as Academic Coordinator of the SALC from 2011-2013, I was in charge of leading this project in its initial stages, before I moved institution. As editor, it is from this perspective, as someone familiar but no longer directly involved in the project, that I hope to collate and introduce a number of columns from the learning advisors and teachers who are conducting the research and designing the new self-directed learning curriculum. In this first installment, a revision of an earlier article which first appeared in the IATEFL Learner Autonomy SIG newsletter, Independence, (Thornton, 2012) I present the background to the project, the framework used to guide it and the results of the first stage, the environment analysis.

scholarly journals MOTIVATION TYPES IN PREDICTING THE USE OF SECOND LANGUAGE LEARNING STRATEGIES BY ENGLISH MAJOR STUDENTS AT THE UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES – VIETNAM NATIONAL UNIVERSITY, HANOI

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Bui Thien Sao ◽  
Duong Thu Mai
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Use ◽  
International Studies ◽  
Language Learning Strategies ◽  
Learning Strategy Use ◽  
National University ◽  
English Major ◽  
The University

This study examined the role of motivation types in predicting the use of language learning strategies by English major students at the University of Languages and International Studies - Vietnam National University, Hanoi (ULIS). A questionnaire was employed to collect information from 123 students. The first section of the questionnaire was about how often the students used strategies in learning English, and the second one collected information about the participants’ levels of four motivation types. The results indicated that all the strategies were used by the majority of the respondents, and among four types of motivation, their instrumental motivation was of the highest level. Importantly, the study disclosed a significant and positive correlation between motivation and language learning strategy use. Finally, going beyond the correlational analysis already observed in many other studies, this study utilized regression analysis which then helped unveil significant contributions of integrative and intrinsic motivation to strategy use. Helpful implication can be drawn from this study.

scholarly journals In-Between the Process and Outcome in Advising in Language Learning: Reflecting on my Very First Advising Session

Relay Journal ◽  
2018 ◽  
pp. 65-77
Author(s):  
Gamze Güven Yalçın
Keyword(s):  
Language Learning ◽  
Training Program ◽  
The Self ◽  
International Studies ◽  
Learning Center ◽  
Practice Session ◽  
Hands On ◽  
Process And Outcome

This paper contains the reflections of a novice advisor who had the opportunity to attend a thoroughly comprehensive four phase-training program, the first of which had the purpose of teaching the basics of advising (philosophy, strategies, knowledge, etc.) with hands-on practice. As for the practice, the trainees were assigned to have a practice session with a student near the end of the first phase at the Self-Access Learning Center (‘The SALC’) at Kanda University of International Studies (KUIS) in Japan, where the training itself took place.

Exploring Basic Psychological Needs in a Language Learning Center. Part 1: Conducting Student Interviews

Relay Journal ◽  
2018 ◽  
pp. 382-404
Author(s):  
Emma Asta ◽  
Jo Mynard
Keyword(s):  
Data Collection ◽  
Language Learning ◽  
Structured Interview ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
International Studies ◽  
Learning Center ◽  
Research Project ◽  
Supportive Environment

In this paper, the authors outline the initial stages of a research project designed to investigate the extent to which the Self-Access Learning Center (The SALC) at Kanda University of International Studies (KUIS) provides an autonomy-supportive environment conducive for effective language development. After giving a brief account of the context, the literature, and previous research, the authors discuss the aims of the project, provide a description of the research methods for the first portion of the research, and share some preliminary results. One of the unique features of this stage of the research project was that it involved a large number of co-researchers all of whom were active participants in the SALC at the time of the data collection. This paper gives details of the process of creating structured interview questions which were used to conduct over 100 interviews with regular SALC users. Limitations and next steps in the project are also provided.

scholarly journals Sharing Stories of Practice in Self-Access Facility Design and Management

2015 ◽  
pp. 216-218
Author(s):  
Katherine Thornton
Keyword(s):  
Language Learning ◽  
The Self ◽  
International Studies ◽  
Learning Spaces ◽  
Self Directed Learning ◽  
Learning Space ◽  
Learning Modules ◽  
Directed Learning ◽  
The University ◽  
Access Services

Welcome to the new column in SiSAL Journal. So far, this regular column has followed two different institutions as they reconceptualised aspects of their self-access services, in the case of Kanda University of International Studies (Japan), the self-directed learning modules offered through their SALC, and, in the case of the University of Bradford (UK), the reinvention of the self-access facilities as a social learning space. The upcoming column is a much bigger project. It will run for seven volumes of SiSAL Journal. Each issue will address a different aspect of self-access management, through reflective case studies from professionals who work in language learning spaces.

scholarly journals An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

2017 ◽  
Vol 10 (4) ◽  
pp. 53
Author(s):  
Ozgul Balci
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Future Research ◽  
Language Learning Strategies ◽  
Freshman Students ◽  
Faculty Of Education ◽  
Education In Turkey ◽  
The Relationship

The purpose of this study is to determine the relationship between the language learning strategies of freshman students and their learning styles. This study is a descriptive research and employs a relational screening model. Participants of the study were 328 freshman students majoring in different fields at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in Turkey. Data were collected via Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007) and “Big 16 Learning Modality Inventory” by Şimşek (2002). Data were analyzed by using descriptive statistics and the Pearson’s correlation coefficient. The research results revealed that learning styles have a significant effect on language learning strategy use. The results and implications of the study are discussed and suggestions for future research are offered.

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