A Study on Self-Access Center (Sac)in Enhancing Autonomous Language Learning: Addis Ababa and Harrar Self-Access Centers in Focus
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Date
2011-06
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Addis Ababa Universiy
Abstract
The main objective of this study is to explore to what extent Self-Access Center
(SAC) use promotes autonomous language learning. To achieve this objective,
Level-2 and Level-3 Peacekeeping English project students of Addis Ababa and
Harrar Self- Access Centers were chosen as participants of the study. For the
purpose of gathering sufficient and reliable data, three instruments were used.
The questionnaire was used to assess students feeling about the SAC, the
materials they used to improve their language skills, self-assessment, language
learning strategies and how the SAC was helping them. The interviews were
used to get a detail overview of the information gathered through the
questionnaire. And the observation was also used as a supplementary tool for
the data gathered through the questionnaire and interview. Then, the data were
analyzed both quantitatively and qualitatively. The findings show that students
were good in making self-assessment, deciding their language learning process
and independent use of material. However, students had problems on setting
their language learning goals, discussing on their own language learning
strategies and use of learners note book (SAC Log book). Students had also lack
of information on the available resources in the SAC, this can be seen when most
students focused on one skill. In addition, most students' autonomy was limited
to listening skills. Finally recommendations are given in order to help teachers
and administrative staffs to help their students to autonomous language
learning.
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Addis Ababa and Harrar Self-Access Centers in Focus