SALL: 15 years onSALL: 15 years on

David Gardner & Lindsay David Gardner & Lindsay MillerMiller

IntroductionIntroduction

• 2 studies, 15 yrs apart2 studies, 15 yrs apart• 1995 study general overview on 1995 study general overview on

SALL/SAC in Hong Kong (published 1997)SALL/SAC in Hong Kong (published 1997)• 1995 led to 11 recommendations1995 led to 11 recommendations• 2010 study Management of SAC/SALL2010 study Management of SAC/SALL• Comparisons between the studiesComparisons between the studies• Audience participation: What changes Audience participation: What changes

have you noticed in the areas we outline?have you noticed in the areas we outline?

The 1995 StudyThe 1995 Study

• Observations: 5 SACSObservations: 5 SACS• Questionnaire: 541 users, 58 tutorsQuestionnaire: 541 users, 58 tutors• Interviews: 5 Managers, 10 tutorsInterviews: 5 Managers, 10 tutors• Focus groups: 50 usersFocus groups: 50 users• Data: Data:

– Attitudes; Effectiveness; Integration; Attitudes; Effectiveness; Integration; Motivation; Behaviour; ManagementMotivation; Behaviour; Management

• Outcome: 11 recommendationsOutcome: 11 recommendations

Managers’ projectManagers’ project

• Translating Principles into Practice: Translating Principles into Practice: The Role of SAC ManagersThe Role of SAC Managers

• Literature review & our perceptions led Literature review & our perceptions led to research questionsto research questions

• Pilot interview to select areas for Pilot interview to select areas for review with managersreview with managers

• Invited managers of the SACs in Hong Invited managers of the SACs in Hong Kong’s tertiary institutes to participateKong’s tertiary institutes to participate

Managers’ projectManagers’ project

• Managers sent open questionnaire –Managers sent open questionnaire –Section II: Purpose of the SACSection II: Purpose of the SAC

a) Please write (in the box below) something about why your a) Please write (in the box below) something about why your institution has a SAC. We are interested in things like: the institution has a SAC. We are interested in things like: the functions it fulfills, links to courses, theoretical/practical functions it fulfills, links to courses, theoretical/practical reasons.reasons.

Managers’ projectManagers’ project

b) Is there a clearly written rationale b) Is there a clearly written rationale for the SAC?for the SAC? YESYES NONO

c) Is the rationale accessible to all the c) Is the rationale accessible to all the users? users? YESYES NONO

Managers’ projectManagers’ project

Individual manager interviewsIndividual manager interviews• Semi-structured interviews Semi-structured interviews

(Manager & Researchers, audio (Manager & Researchers, audio taped and transcribed)taped and transcribed)

• Areas of focus emergeAreas of focus emerge• Identified main themes and sent Identified main themes and sent

back to managers for further back to managers for further comment.comment.

Relevant PublicationsRelevant Publications

• Gardner, D. & Miller, L. (1997) Gardner, D. & Miller, L. (1997) A Study of A Study of Tertiary Level Self-Access Centres in Hong Tertiary Level Self-Access Centres in Hong Kong. Kong. PDQS, City University of Hong Kong: PDQS, City University of Hong Kong: Hong Kong.Hong Kong.

• Gardner, D. & Miller, L. (2010) Beliefs about Gardner, D. & Miller, L. (2010) Beliefs about Self-Access Learning: Refelctions on 15 years Self-Access Learning: Refelctions on 15 years of change. of change. Studies in Self-Access Learning Studies in Self-Access Learning journal, journal, 1 (3). 161-172.1 (3). 161-172.

• Gardner, D. & Miller, L. (2011) Managing Gardner, D. & Miller, L. (2011) Managing self-access language learning: Principles and self-access language learning: Principles and practice. practice. System,System, 39: 78-89. 39: 78-89.

Comparing Then and Comparing Then and NowNow

• SiSAL Journal articleSiSAL Journal article• Managers’ beliefsManagers’ beliefs• 4 Major areas4 Major areas

– MaterialsMaterials– IntegrationIntegration– MotivationMotivation– EffectivenessEffectiveness

Learning MaterialsLearning Materials

• Recommendation 5Recommendation 5: SAC managers : SAC managers must conduct a thorough needs must conduct a thorough needs analysis, train their tutors in analysis, train their tutors in materials writing, and then develop materials writing, and then develop materials which meet users’ needs materials which meet users’ needs and wants.and wants. (Gardner and Miller, (Gardner and Miller, 1997, p119)1997, p119)

Integration of SALL and Integration of SALL and ClassesClasses

• Recommendation 8:Recommendation 8: Links between Links between independent language learning in independent language learning in the SAC and language learning in the SAC and language learning in the classroom need to be developed.the classroom need to be developed. (Gardner and Miller, 1997, p121)(Gardner and Miller, 1997, p121)

MotivationMotivation

• Recommendation 7:Recommendation 7: There should be There should be further research into the motivation further research into the motivation of SAC users.of SAC users. (Gardner and Miller, (Gardner and Miller, 1997, p120)1997, p120)

EffectivenessEffectiveness

• Recommendation 10:Recommendation 10: Innovative Innovative ways must be developed to assess ways must be developed to assess the effectiveness of SACs and of self-the effectiveness of SACs and of self-access learning. access learning. (Gardner and (Gardner and Miller, 1997, p122)Miller, 1997, p122)

Discussion