1. MOTIVATING ESP STUDENTS IN A SELF-ACCESS CENTRE – A CASE STUDY Perdiki Fotini, Malivitsi Zoe

2. OBJECTIVES discuss how an EFL websites can be used as a means of supplementing in-class instruction in a self-access centre How can the Internet be used as a tool in developing the macro-skill of reading in a self-access environment present the lesson

3. Teaching Situation – Students’ Profile (Adult) Students of the Kavala TEI, Department of Forestry (ESP students). English taught: * in the 3 rd Semester * three hours per week * two hours ‘theory’, one hour ‘workshop’ intermediate to advanced level in L2

4. Students & P.C.’s Ss: given lessons on computers Available: a multi-media room & a computer laboratory (self-access centre) Students: * more or less familiar with the use of computers * owners of home computers * seldom visit educational ESL/ESP websites

5. Teacher’s aims provide Ss with a guide on how to use the Web in order to expand their knowledge in L 2 guide Ss working alone in the self-access centre help Ss in the induction session to understand the procedures so that they can learn how to learn independently

6. The self-access centre Autonomous learning The TEI self-access centre: equipped with grammar books, dictionaries, glossaries, audio & video cassettes, magazines, scientific journals, English papers submitted by subject teachers in conferences, computer programmes (grammar or language courses on CD ROMs or floppy discs).

7. Self-access centers Students: * remedial work * define their own needs * learn autonomously * learn how to learn * get motivated Teachers: * promote autonomous learning * motivate Ss

8. Computers perform a multitude of tasks provide a whole range of interactive learning activities that can be used as a “complement to classroom teaching or as directed self-study” motivate learners to learn a language - the teacher can present new materials with text, sound, video and hypertext facilities, different and more exciting modes than coursebooks. high-quality interactive feedback on vocabulary, grammar, culture issues etc.

9. The Internet vast and diverse information resources authentic target language materials synchronous and asynchronous communication and collaboration solutions. three dimensional images, colour, sound interactive links within the Internet texts syllabus enriched: students motivated

10. The role of the teacher Old role: ‘knower’, disseminator of knowledge New role: ‘facilitator’, helps students get access and acquire information * not a simple ‘observer’ * well prepared, patient, critical and cooperative

11. Reading Needs analysis – questionnaire Reading --- Top priority among Forestry students

12. Presentation of the lesson Overall goal: * show students that there are websites offering practice in L2 * guide them through independent work in the self-access centre. Specific goal: develop reading skills Immediate goal: practise scanning (reading for specific information), skimming for content and meaning, intensive reading as well as syntax and vocabulary in context.

13. The site The website: http://web2.uvic.ca/elc/studyzone/570/pulp/predi ct.htm Chosen because: * content & language are of immediate relevance to the students’ field of studies, needs and interests * available links to various websites where students can find information on their own in the self-access center

14. The tasks 3 phases: a. Pre-reading b. While-reading c. Post-reading Replicate real world Stimulate students’ interest Activate background knowledge Enhance communicative competence

15. THE LESSON

16. Evaluation of the lesson In the self-access centre, as it is In the workshop, for supplementary reading purposes, with alterations. No consistency in the level of difficulty Criteria for evaluating CALL materials Appealing, motivating, stimulating