Evaluating learning gain in a SAC: Case studies of six low proficiency students Presenter: Ellie Law HASALD Presentation 2 Dec 2010

Overview  Existing research on SAC evaluation  Background info. of the study  Findings: Learners’ perceptions of learning gain in a SAC  Suggestions on how to evaluate learning gain in a SAC

Literature review  Difficulties in evaluating self-access centres: Champagne et al., 2001; Gardner and Miller, 1999; Kinoshita Thomson, 1996; Lai, 2001; Morrison, 2003, 2005  Existing research on evaluating self- access centres in HK context: Gardner and Miller, 1999; Morrison, 2003, 2005  Other SAC evaluative research

Source: Morrison,B. (2005). Evaluating learning gain in a SAC. Language Teaching Research 9, 3, pp

Possible ways to evaluate learning gains in a SAC (Morrison, 2005)  Learning diaries  Tests  Learner portfolios  Learner focus groups  Learner self- introspection  Regular learner- teacher review meetings Learner-centred

Research Questions  Do the low proficiency learners perceive that they have learning gain in a self-access language learning centre?  What kinds of learner support do the low proficiency learners perceive as necessary in the language learning process in a self-access language learning centre?

The study  Context of the study: - Centre for Independent Language Learning, HK PolyU  Participants: - 3 Bachelor degree students, 3 Higher Diploma students - low proficiency learners - motivated to improve their English - interested in self- access language learning  Data collection period: - Mid- March to Mid- May 2009

Methodology  Quantitative data  Pre- and post- questionnaires - Learners’ metacognitive knowledge and strategies in language learning - Learners’ self-efficacy in English proficiency - Learners’ confidence and motivation in English language learning  Qualitative data  Learner contract  Learner portfolios (record of work)  Learners’ written reflections  Two individual collaborative evaluation meetings  Language advisor (Researcher)’s evaluation

Findings- Research Question 1  Gain in metacognitive knowledge and strategies  Language gain  Socio-affective gain

1. Gain in metacognitive knowledge and strategies

 Qualitative data: - learners’ portfolio (record of work) - learners’ written reflections - collaborative evaluation meetings-

1. Gain in metacognitive knowledge and strategies All learners perceived themselves having gain in metacognitive knowledge and strategies:  “It (SALL) can let me know which learning method is suitable or not suitable for me. And I understand how to select materials that are suitable for me. I also understand my weaknesses and which areas I need to improve in my learning.” (Learner E – collaborative evaluation meeting)  “I am more aware of the different approaches in language learning. I can try different approaches when I conduct self- access language learning.” (Learner A- collaborative evaluation meeting)

1. Gain in metacognitive knowledge and strategies All learners acknowledged the value of goal-setting:  “I think setting goals is useful. It helps me to identify my own learning needs. The desire for achieving goals also serves as a source of motivation for me to continue my study in the CILL.” (Learner A- written reflections)  “At first, I thought it was silly to set myself goals, but later I found that the goals can give me clearer directions for my learning. I understand the aims of my learning and I can plan my schedule better after knowing what language areas I want to focus on.” (Learner E- collaborative evaluation meeting)

1. Gain in metacognitive knowledge and strategies All learners shared similar views on the difficulties in monitoring and evaluating learning progress:  “When you (the researcher) ask me about my learning progress, I really don’t know how to answer. I can only tell you how many exercises I have done and show you my portfolio, but I actually don’t know how much I have learned. I really don’t know…” (Learner D- collaborative evaluation meeting)

2. Language gain

Qualitative data: Four learners had stated that they had learning gain in the written reflections while all learners had given examples of language gain in the collaborative evaluation meetings.  “I learned more vocabulary and I can use them in writing and in daily conversation.” (Learner E- written reflections)  “The Help Desk teacher told me the mistakes I made in my writing. After that, I know why I’m wrong and I will never make the same mistake again.” (Learner D- collaborative evaluation meeting)

3. Socio-affective gain: Confidence

 “I have increased my confidence in spoken English. I now become braver than before. I do not feel uncomfortable when communicating with foreigners or travelers.” (Learner C- written reflections)  “Although I don’t think my English has improved a lot, I am now more willing to try and became less afraid of making mistakes. Through making mistakes, I learned more.” (Learner B- collaborative evaluation meeting)

3. Socio-affective gain: Motivation

3. Socio-affective gain: Extrinsic Motivation  “I will keep going on with my self-access language learning because I want to get better performance in English. I have to take the IELTS exam next year before I graduate. I also need to improve my spoken English because I need to attend job interviews next year.” (Learner C- written reflections)  “English is very important in my life, for my future job, for school project and for social functions. I do not hope that my English ability will constraint my development in my future” (Learner B- written reflections)

3. Socio-affective gain: Intrinsic motivation Four learners had given statements relating to intrinsic motivation. For example:  “I feel good when I came across the newly learned vocabulary when reading newspaper. I feel happy because I remember the meaning of the word.” (Learner D- collaborative evaluation meeting)  “My motivation in learning English became stronger and stronger because I discovered more and more things that I don’t know in the learning process... I don’t feel discouraged, instead I am more determined to improve my English proficiency. This motivates me to work hard.” (Learner A- collaborative evaluation meeting)

3. Socio-affective gain: relationship with the significant others Three learners had mentioned this kind of gain, for example:  “ My friends are my good learning partners. Some of them are good at planning, so we negotiated the learning plan together. (Learner A- collaborative evaluation meeting)  “The relationship with the teacher is closer. In the classroom, we seldom have chance to tell the teacher individually our worries or difficulties, but we can have dialogues with the Help Desk teachers or the language advisor (researcher) in self-access centre.” ( Learner C- collaborative evaluation meeting)

Findings- Research question 2 1. Pedagogical support 2. Methodological support 3. Psychological support 4. Conducive environment in a SAC

The language learning process in a SAC

Concluding remarks  This study shows some factors which are conducive to evaluating learning gain in a SAC: 1). learners are given the central role in the evaluation process 2). support and guidance are provided for learners 3). different learner-centred evaluation tools are used It seems clear that different kinds of learning gain cannot be sought by traditional types of language assessments and that learners’ self- assessment based upon perceptual rather than objective, verifiable data is necessary.

Questions to ponder…  What kind of support can a SAC provide for learners to help them evaluate their learning gain? What resources are needed?  How can we cater to the needs of the heterogeneous learner group?  How can we ensure the reliability of the perceptual data from learners’ self-assessments?