Self-access : positioning, pedagogy and direction
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Other Title
Authors
Reinders, Hayo
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2004-12
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
self-access centres (SACs)
self-directed learning
ESOL
TESOL
Australia
New Zealand
ANZSRC Field of Research Code (2020)
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.
Abstract
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.
Publisher
National Centre for English Language Teaching and Research
Permanent link
Link to ePress publication
DOI
Copyright holder
National Centre for English Language Teaching and Research
Copyright notice
This is a preprint of an article submitted for consideration in Prospect : An Australian Journal of Teaching/Teachers of English to Speakers of Other Languages (TESOL) © National Centre for English Language Teaching and Research 2004 which is available online.