Evaluating the English Foundation Programme in the self-access mode at City University

Research output: Chapters, Conference Papers, Creative and Literary Works (RGC: 12, 32, 41, 45)12_Chapter in an edited book (Author)peer-review

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Original languageEnglish
Title of host publicationCase Studies of Improving Teaching and Learning from the Action Learning Project
Place of PublicationHong Kong
PublisherHong Kong: Action Learning Project
Pages319-334
Publication statusPublished - 1997

Abstract

This paper presents the results of an evaluation of the independent language learning programme for part-time university students taking a remedial English programme at the Language Institute, City University of Hong Kong. Achievement in four language skills between control (51 students in Classroom mode) and experimental (78 students in Self-Access mode) groups was compared by using a pre- and post-test. Those studying in the Self-Access mode made more significant improvement in reading while more significant improvement in writing was made by students in the Classroom mode. Furthermore, data from questionnaires of 718 students in the Self-Access mode and in-depth student interviews were used to evaluate students' perception of the effectiveness of the programme. The results show that students found the Self-Access mode of learning useful and motivating, and that it increased their confidence in learning English. Counsellors were also interviewed to provide additional information on their perception of independent language learning. Major factors influencing students’ positive attitudes towards the Self-Access mode of learning included improvement in four language skills, increase in confidence, usefulness of materials and organisation of the course. Students preferred a combination of the Self-Access mode and the traditional Classroom mode. The data collected provides insight into the feasibility of learning English in the Self-Access mode and the design features of the programme which follow a three-part progressive structure: the directed, semi-directed and self-directed stages of learning.

Citation Format(s)

Evaluating the English Foundation Programme in the self-access mode at City University. / Klassen, Johanna ; Detaramani, Champa; Lui, Eva; Patri, Mrudula; Wu, Jenny.

Case Studies of Improving Teaching and Learning from the Action Learning Project . Hong Kong : Hong Kong: Action Learning Project, 1997. p. 319-334.

Research output: Chapters, Conference Papers, Creative and Literary Works (RGC: 12, 32, 41, 45)12_Chapter in an edited book (Author)peer-review