An Investigation of Student Use of a Self-Access English-Only Speaking Area

dc.creator	Heath Rose
dc.creator	Roxanne Elliott
dc.date	2010-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:08:37Z
dc.date.available	2015-07-20T22:08:37Z
dc.identifier	2185-3762
dc.identifier	https://doaj.org/article/eea8cbdb0eec43d5ae6ee5992765c610
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/12162
dc.description	This study examines students’ use of an English-only area designed as a drop-in centre for students to practice English. The study investigated whether students’ language ability, year of study or department of study influenced use of this facility. Data was collected through a log of student use of the area over a two-week period, and a survey given to 575 freshman students across three departments of study at the university (English, International Communication and Languages and Culture). The data showed no relationship between student language ability and feelings of satisfaction and comfort or desire to use the area. These results challenged the assumption that higher-level students used the area more often and were more comfortable and confident than lower-level students. In addition to collecting data on student use of and attitude toward the English-only area, interviews were also carried out with all 42 instructors who worked in the area at the time of data collection. The interviews with instructors indicated that ongoing speaking tasks during the first semester, like those used in the International Communication department, could encourage more frequent use of the English-only area, resulting in continued use of the area in later years. This study indicates that the creation and trial of lessons that encourage student use of this English-only area could be an area worthy of further research. The interviews with instructors also highlight a number of issues connected to self-access speaking areas that will help inform other institutions that are considering setting up similar facilities.
dc.language	English
dc.publisher	Kanda University of International Studies
dc.relation	http://sisaljournal.org/archives/jun10/rose_elliott/
dc.relation	https://doaj.org/toc/2185-3762
dc.source	Studies in Self-Access Learning Journal , Vol 1, Iss 1, Pp 32-46 (2010)
dc.subject	self-access
dc.subject	speaking
dc.subject	Japan
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	An Investigation of Student Use of a Self-Access English-Only Speaking Area
dc.type	article