Self-access : positioning, pedagogy and direction
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Citation:Anderson, H., Reinders, H., Jones-Parry, J. (2004). Self-access : positioning, pedagogy and direction. Prospect : An Australian Journal of Teaching/Teachers of English to Speakers of Other Languages (TESOL) 19 (3), 15-26. NOTE: This is research undertaken for the University of Auckland, prior to the author being affiliated with the Unitec Institute of Technology.
Permanent link to Research Bank record:https://hdl.handle.net/10652/2447
The purpose of this study is to investigate the rationale, structure, pedagogy, resourcing, perceptions of effectiveness and direction of self-access centres (SACs) in New Zealand and Australia. The senior staff in 14 centres were interviewed and completed a guided survey form. The results of this study suggest that the positioning, pedagogy and direction of SACs in Australasia reflect remarkable achievements for a relatively new innovation; however, the results suggest that work is still needed to support the development of SACs and to set standards so that SACs become established both as an academic service and as an organisational entity within post-compulsory education in New Zealand and Australia.