SELF-INSTRUCTED FOREIGN LANGUAGE LEARNING
An
annotated Bibliography
Francis R. Jones, University
of Newcastle upon Tyne
Home page: about the
author E-mail
the author
THE BIBLIOGRAPHY
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Updated 20 May 2003
A
Abé, Danièle (1994) Implementing a support
system for language learning in a resource centre on an industrial site. In
Edith Esch, ed. Self-Access and the Adult
Language Learner, 108-116.
Abé describes and assesses the setting up of an open-learning centre with a variety of self-study materials for learning English in a big French company; learning is supported by counselling sessions, individual simulations, and discussions with a native speaker.
Abé, Danièle, C. Henner-Stanchina, O.
Régent, Henri Holec, Philip Riley & M. Sicre (1985) Aspects of autonomous
learning. In Philip Riley, ed. Discourse
and Learning, 248-282. In series Applied
Linguistics and Language Study.
Four separately-authored accounts involving an open learning centre at a French university:
"Learning oral expression
autonomously": self-instruction materials for spoken English.
"Evaluation in an autonomous
learning scheme": criteria and procedures for assessing strategy-use and
progress.
"Taking learners' needs into
account in self-directed learning": needs analysis, objective-setting and
self-assessment criteria and procedures, plus learner training.
"An experiment in self-directed
group learning": group-based self-instruction with the Université du
troisième âge (older learners).
Aston, Guy (1993)
The learner's contribution to the self-access centre. ELT Journal 47/3:
219-227.
A description of a project whereby learners produced instructions and suggestions on materials use (for peers) and feedback (for centre staff).
B
Barley, Anthony
(1990) The BBC and modern language broadcasts. Language Learning Journal
1/Spring: 75-79.
An overview of the BBC's radio and TV broadcast policy, both to support school language classes and for
adult independent learning.
Beaton, Alan, Michael Gruneberg &
Nick Ellis (1995) Retention of foreign vocabulary learned using the keyword
method: a ten-year follow-up. Second
Language Research 11/2: 112-120.
A study of vocabulary retention by a native English learner 10 years after using Linkword Italian (a teach-yourself package which uses keyword-imagery strategies to learn vocabulary).
Beeching, Kate (1996) Evaluating a
self-study system. In Elspeth Broady and Marie-Madeleine Kenning, eds: Promoting Learner Autonomy in University
Language Teaching, 81-103.
Describes a programme where
Benson, Phil (1994)
Self-access systems as information systems: questions of ideology and control.
In David Gardner and Lindsay Miller, eds: Directions in Self-Access Language
Learning, 3-12.
An analysis, within a learner-autonomy framework, of key ideological issues concerning the self-access centre, with a focus on the tension between external control (by writers of materials, study guides, etc.) and learner control of learning processes/structures.
Benson, Phil (1996) Self-access and collaborative
learning. Self-Access Language Learning: The Newsletter of the
A
discussion of how self-access centres can enable collaborative learning for
learner empowerment.
Benson,
Phil (2001) Teaching and Researching Autonomy in Language Learning. In
series Applied Linguistics in Action.
A comprehensive overview of theory, practice and research priorities in autonomous foreign-language learning within and beyond the classroom. Chapter 8, on "resource-based approaches" (open learning centres, teach-yourself packages and distance learning), relates most directly to self-instruction per se.
Benson, Phil & Peter Voller (1997)
Introduction: autonomy and independence in language learning. In Phil Benson
and Peter Voller, eds: Autonomy and Independence in Language Learning,
1-12.
A critical overview of learner autonomy in language learning, with links to educational philosophy, the growth of self-access centres, and the politics of language education.
Brockett, Ralph G. & Roger Hiemstra
(1985) Bridging the theory-practice gap in self-directed learning. In Stephen
Brookfield, ed. Self-Directed Learning:
From Theory to Practice, 31-40. In series New Directions for Continuing Education, Vol. 25.
A
non-foreign-language-specific look at key principles of self-directed (i.e.
self-instructed) learning and the role of the learning advisor/facilitator. The
relationship between learning mode and learner type / learning setting is also
discussed.
Brockett, Ralph G. & Roger Hiemstra
(1991) Self-Direction in Adult Learning.
A
detailed, non-foreign-language-specific overview of principles, research and
practice in adult self-directed (i.e. self-instructed) learning, both within
and outside an institutional framework. The book also discusses open learning
centres, the role of the "learning facilitator" (advisor), and self-directed
learning from an international/intercultural perspective.
An account and evaluation of various support services
(in-house and outreach) offered by a
A detailed (though non-foreign-language-specific)
overview of the principles of adult education. Among the topics relevant to
self-instruction are literature reviews and discussions on: informal
self-directed learning, objective-setting, self-directed learning programs in
institutional settings, and problems with implementing self-directed learning.
C
Candy, Philip (1988) On
the attainment of subject-matter autonomy. In David Boud, ed. Developing Student Autonomy in Learning,
2nd edition, 59-76.
A non-foreign-language-specific discussion about the gaining of subject knowledge, including the relationship between dependence and independence in learning. "Self-teaching" projects are briefly discussed.
Carson, Joan G. & Ana Longhini (2002) Focusing on learning
styles and strategies: a diary study in an immersion setting. Language
Learning 52/2: 401-438.
An
account of
Cleary, Ritva-Liisa & Lucila Makin (1994) A unique
resource-based language learning system. In Edith Esch, ed. Self-Access and
the Adult Language Learner, 73-80.
Overview
of a
Consumer's Association
(1990) Learning a language. Which?,
September 1990: 518-521.
A brief learner guide which first compares the pros and cons of self-study, distance learning, and various taught-course types. It then assesses a range of published cassette-based teach-yourself packages (summarising Roberts, 1995).
Cotterall, Sara
(1996) Towards an effective self-access language centre: a report for the
English Language Institute,
Characteristics of successful self-access centres,
based on a survey of six European and
D
De Graaff, Rick (1997) The Experanto
experiment. Studies in Second Language Acquisition 19: 249-276.
A report on a computer-controlled self-study course for an artificial language, focusing on the role of explicit vs. implicit grammar instruction.
Detaramani, Champa R. & Irene Shuk Im Chan (1996) Learners'
Attitudes and Motivation towards the Self-Access Mode of Language Learning.
In series Research Monographs, Vol. 8.
A report on a questionnaire and
interview survey of English learners at a
Dickinson, Leslie (1979)
Self-instruction in commonly-taught languages. System 7/3: 181-186.
A discussion of reasons for "broad" self-instruction, and the roles of teacher and learner in self-instruction.
Dickinson, Leslie (1987) Self-Instruction in Language Learning.
A detailed guide to the theory and practice of "broad" self-instruction in foreign languages, with the main focus on supported self-instruction in an institutional context. Among the topics covered are: reasons for self-instruction, self-instruction systems in practice, materials design, supporting the learner, and setting up an open-learning system/centre.
Dickinson, Leslie (1992) Learner Training for Language Learning.
In series Learner Autonomy Vol. 2.
A teacher's/advisor's guide to learner training, with a focus on enabling the autonomous and (broad) self-instructed learning of foreign-languages.
Doyle, T. & Paul Meara
(1991) Lingo! How to learn a language.
A practical learner's handbook on language learning in and out of class, with a focus on developing confidence and independent language-learning strategies. The authors also give advice on learning specific languages, and questionnaires on learning style, aptitude, situational factors, etc.
Dunn, Opal (1994) Distance
learning for young learners: an innovative and challenging approach. In Keith
Richards and Peter Roe, eds: Distance
Learning in ELT, 138-144, in series Review
of English Language Teaching, Vol. 3, No. 2.
A brief report on using a cassette-based teach-yourself package for young learners' EFL self-study, with parent help.
E
Esch, Edith (1994) Learner support:
interacting with learners. In Edith Esch, ed. Self-Access and the Adult Language Learner, 50-53.
Good-practice suggestions for language-learning advisors at open-learning centres.
Esch, Edith (1997) Learner training
for autonomous language learning. In Phil Benson and Peter Voller, eds: Autonomy
and Independence in Language Learning, 164-175.
Esch describes a weekly learner-training workshop for
intermediate learners of French at a
F
Felix, Uschi (1998)
Virtual Language Learning: Finding the Gems Amongst the Pebbles. With
accompanying web-hyperlinked CD-ROM version. Melbourne: Language Australia.
An annotated compendium of web-based resources for
foreign language learning, and a discussion of technical issues involved in
using them.
Fernández Toro, María
& Francis R. Jones (1996) Going solo:
learners' experiences of self-instruction and self-instruction training.
In Elspeth Broady and Marie-Madeleine Kenning, eds: Promoting Learner Autonomy in University Language Teaching,
185-214. London: CILT.
The authors describe two studies into self-instruction:
An interview study (summarising
Jones, 1996a) of 70
A
report on a self-instruction learner-training module linked to Spanish-language
provision for engineering students at a
Fernández Toro, María & Francis R.
Jones (2001) DIY Techniques for Language
Learners. London: CILT.
A practical learner's handbook for self-instruction, containing (inter alia): overviews and questionnaires on self-instruction learning style, aptitude and experience; guidance on resource-use and general learning "techniques" (i.e. strategies); and autonomous activities for various language skills and areas.
Firth, Matthew & John Gittings (1998)
Speaking in tongues. The Guardian,
June 18th: 15.
A review of three CD-ROM teach-yourself courses, which also identifies the faults and advantages of CALL-based self-study.
Fitzgerald, Sue (1998)
Multimedia provision in a self-access centre. In Bruce Morrison, ed. Experiments
and Evaluation in Self-Access Language Learning. Hong Kong: Hong Kong
Association for Self-Access Learning and Development.
Recommendations on policy, hardware/software selection criteria and pedagogical considerations for multimedia use in self-access centres.
G
Gannon, Cathy (1997) The self-access
facility: why learners use it. In Independent Learning: Practice and Theory, 55-58. In series Language Access to Medicine, Vol. 3.
Warsaw: Akademia Medyczna.
A survey report analysing which language skills learners prioritise in a university open learning centre.
Gardner, David (1996) Self-assessment for
self-access learners. TESOL Journal
5/3: 18-23.
A brief history and general overview of key issues in learner autonomy, with some reference to self-access centres.
H
Hayet, M-C (1990-1991) At-home
foreign-language courses and electronic linguistic tools. Language International 2/5: 27-30; 2/6: 9-12; 3/6: 9-15.
A critical three-part analysis of published self-study packages, plus a discussion of networked "virtual classrooms" (computer resource banks, peer e-mailing, access to teacher/advisor input) as a potential solution to problems identified with classic self-study.
Heafford, Michael (1995) Getting going
in Greek: better some than all. Language Learning Journal 12/September:
66-70.
A review of published teach-yourself packages for English native speakers learning Modern Greek, with general implications for teach-yourself package design.
Hill, Brian (1982) Learning alone: some
implications for course design. In Marion Geddes and Gill Sturtridge, eds: Individualisation, 71-75. Modern English
Publications: place unknown.
Hill reports surveys of TV/radio-based foreign-language self-instruction (see Rybak, 1983 for details) showing learners' profiles, reasons for learning, drop-out, etc. After a discussion of the role of materials banks vs. directed (non-autonomous) learning packages, he gives detailed practical advice for self-study materials writers.
Hill, Brian (1994) State of the art article:
self-managed learning. Language Teaching 27: 213-223.
Overview of recent research and theory in autonomy/self-instruction, including data about self-access centres and broadcast/CALL/multimedia/e-mail/satellite learning.
Holec, Henri (1979) Autonomy and Foreign Language Learning. Oxford: Pergamon.
An overview of autonomous foreign-language language learning. After a grounding in theory, Holec gives advice on how the institution/advisor/teacher can support and train autonomous/self-instructed learning, and describes some schemes in operation at the time of writing.
Holec, Henri (1988) General presentation.
Prospects / Présentation générale. Perspectives. In Henri Holec, ed. Autonomy and Self-Directed Learning: Present
Fields of Application / Autonomie et apprentissage autodirigé: terrains
d'application actuels, 5-18. Strasbourg: Council for Cultural Co-operation
/ Conseil de la coopération culturelle.
A programme statement on autonomous foreign-language language learning. After a grounding in theory, Holec examines how autonomy can be supported, inter alia, in "resource centres" (open learning centres with materials and advisors).
Holec, Henri (1996a) Self-directed
learning: an alternative form of training. In Strategies in Language Learning and Use, 77-127. Strasbourg:
Council of Europe.
After a grounding in theory, Holec discusses training for foreign-language self-direction (autonomous learning) and resources for the self-directed learner, and gives guidelines for open learning centres.
Holec, Henri
(1996b) Self-directed learning: an alternative form of training. Language
Teaching 29: 89-93.
An abstracted version of Holec (1996a).
Hurd, Stella (1994) The Language Learning Centre at
the University of Central Lancashire: a case study. In Edith Esch, ed. Self-Access
and the Adult Language Learner, 126-134. London: CILT.
A
description of issues involved in setting up a self-access centre, plus staff
and student evaluations of the innovation process.
I
Ife, Anne (2000)
Language learning and residence abroad: how self-directed are students? Language
Learning Journal 22/Winter: 30-37.
A report on a profile study of language learning undertaken by 135 UK modern-languages students on their "year abroad" at European universities, with an accent on the "self-help strategies" used.
J
Jones, Francis R. (1993) Beyond the
fringe: a framework for assessing
teach-yourself materials for ab initio English-speaking learners. System 21/4: 453-469.
A detailed checklist of the features of teach-yourself packages, followed by two brief research reports:
A survey of 40 packages for
English-speaking adults learning various European and non-European languages.
A case-study of two Hungarian
coursebooks in learning use by the author.
Jones, Francis R. (1994) The lone language
learner: a diary study. System 22/4:
441-454.
A case-study of the author's self-instruction of Hungarian over 11 months, involving a progression from package-led to fully-autonomous learning.
Jones, Francis R. (1995a) Learner, teach
thyself! Self-directed language learning. Greta
3/2: 19-23.
An overview of self-instruction strategies.
Jones, Francis R. (1995b) Learning an alien
lexicon: a single-subject case study. Second
Language Research 11/2: 95-111.
A case-study of the author's
self-instruction of Hungarian over 11 months, focusing on vocabulary
acquisition.
Jones, Francis R. (1996a) Going it alone: self-instruction in adult foreign language learning. PhD thesis, Department of Education, Newcastle University.
Contains a Literature Review of self-instruction and
second-language acquisition, and reports on:
A teach-yourself package checklist and its
applications.
A case-study of the author's self-instruction
of Hungarian over 11 months.
An interview study of 70
The Conclusion gives
implications for learning theory, materials designers, learners, open learning
centres and learner trainers.
Jones, Francis R. (1996b) Teach yourself languages: the lone
language learner. Independence 18: 16-19.
A summary of research findings (abstracted from Jones,
1996a) regarding achievement, perceptions and strategies, with advice to the
learner and the self-instruction materials designer.
Jones, Francis R. (1997) The good
self-instructed learner. In Independent
Learning: Practice and Theory,
74-89. In series Language Access to
Medicine, Vol. 3. Warsaw: Akademia Medyczna.
A
description of key factors affecting self-instruction, based on an interview
study of 70 UK learners with self-instructed experience in various languages
(see Jones, 1996a, for details).
Jones, Francis R. (1998a)
Self-instruction and success: a learner-profile study. Applied Linguistics 19/3: 378-406.
A report on an interview study of 70 UK learners with self-instructed experience in various languages. The author uses multivariate statistics to compare achievement in self-instruction and classwork, and to identify the most effective combination of the two methods in achievement terms.
Jones, Francis R. (1998b) Teach-yourself
package design: learning from experience. In Anne Stevens, ed. Report of the Proceedings of the Conference
on Supporting Distance Learning in Languages. Milton Keynes: Open
University Centre for Modern Languages.
A checklist of design recommendations for
teach-yourself packages.
Jones, Francis (1998c)
Gender and second-language self-instruction. In Jane Sunderland, ed. Occasional Reports, Centre for Research in
Language Education, 21-44. Vol. 8. Lancaster University.
A report
examining whether gender is a significant factor in foreign-language
self-instruction, based on multivariate analysis of interviews with 70 UK adult
learners with self-instruction experience of various languages.
K
Kelly, Rena (1996) Language
counselling for learner autonomy: the skilled helper in self-access language
learning. In Richard Pemberton, Edward S. L. Li, Winnie W. F. Or and Herbert D.
Pierson, eds: Taking Control: Autonomy in Language Learning, 93-113.
Hong Kong: Hong Kong University Press.
An analysis, within a counselling framework, of language advising on self-instructed language-learning projects, with reference to a Singapore polytechnic's open learning centre.
Kjisik, Felicity
& Joan Norlund (1996) Integrating autonomous learning into higher education:
a Helsinki University Language Centre project. Independence 18: 40-43.
A description and evaluation of compulsory guided self-instruction modules for foreign language learning at Helsinki University.
Krashen, Stephen D. (1996) The case
for narrow listening. System 24/1: 97-100.
Describes an autonomous-learning technique for listening (collecting and listening to authentic recordings by different speakers on the same topic).
L
Lee, Joyce &
Elza Tsang (1997) Lessons to be learnt from a self-learning English Programme. Self-Access
Language Learning: The Newsletter of the Hong Kong Association for Self-Access
Learning and Development. Available at http://www.engl.polyu.edu.hk/HASALD/sall97.htm, accessed
A report on an independent
English-language improvement programme at Hong Kong self-access centre, with
counsellor support.
Lee, Winnie (1996) The role of
materials in the development of autonomous learning. In Richard Pemberton,
Edward S. L. Li, Winnie W. F. Or and Herbert D. Pierson, eds: Taking
Control: Autonomy in Language Learning, 167-184. Hong Kong: Hong Kong
University Press.
A report on a study of 50 Hong Kong university students, contrasting experiences of using authentic materials vs. textbooks for learning English in an open learning centre. Recommendations are made for the use of authentic materials in open learning centres.
Leeke, Philip & Philip Shaw (2000)
Learners' independent records of vocabulary. System 28/2: 271-289.
A survey study of how self-instructed/informal learners of EAP
at a UK university make and use vocabulary wordlists.
Little, David (1988) Autonomy and
self-directed learning: an Irish experiment. In Henri Holec, ed. Autonomy and Self-Directed Learning: Present
Fields of Application / Autonomie et apprentissage autodirigé: terrains
d'application actuels, 77-83. Strasbourg: Council for Cultural Co-operation
/ Conseil de la coopération culturelle.
A description and evaluation of a "self-directed" (self-study) scheme, with counsellor support, for optional learning of German by engineering students at an Irish university's open learning centre. Conclusions focus on counselling and support issues.
Little, David (1997) Responding authentically
to authentic texts: a problem for self-access learning? In Phil Benson and
Peter Voller, eds: Autonomy and Independence in Language Learning,
225-236. London: Longman.
A discussion of the uses of authentic texts in language learning, with particular reference to the self-access centre.
Littlejohn, Andrew (1997) Self-access
work and curriculum ideologies. In Phil Benson and Peter Voller, eds: Autonomy
and Independence in Language Learning, 181-191. London: Longman.
A critique of how closed-ended self-access materials can promote social control and learner passivity rather than autonomy, followed by recommendations for self-access task/feedback design and centre management.
Littlemore,
Jeanette & Y. Chevalier (1997) Autonomy and self instruction in language
learning: the current situation in European institutions of Higher Education.
Web page, on site New Technologies and Language Learning. Available at http://odur.let.rug.nl/projects/tnp-ntll/reports.htm,
accessed
A survey of practice and attitudes towards autonomy/self-instruction in European university self-access centres.
Lockwood, Fred (1992) Activities in Self-Instructional Texts. In series Open and Distance Learning. London:
Kogan Page.
Macdonald, D., G. Yule & M. Powers
(1994) Attempts to improve L2 English pronunciation: the variable effects of
different types of instruction. Language Learning 44/1: 75-100.
A report comparing the
pronunciation learning of target English vocabulary items by 23 Chinese adult
learners, using three methods: self-study plus tapes, classroom drills, and
interactive activities.
Mak, Linda (1999)
Independent learning on the WWW. Self-Access Language Learning: The
Newsletter of the Hong Kong Association for Self-Access Learning and
Development. Available at http://www.engl.polyu.edu.hk/HASALD/sall99.htm, accessed
Evaluation of the Internet as
an independent-learning tool and ideas for independent-learning activities
exploiting websites.
Mazzocco, Elizabeth H. D. (1996) The
heritage versus the nonheritage language learner: the Five College Self-Instructional
Language Program's solutions to the problem of separation or unification. ADFL
Bulletin 28/1: 20-23.
An overview of supported
self-instruction foreign-language learning courses in the US involving
self-study and native-speaker interlocutor sessions, with a final teacher-led
exam. The article discusses the integration of "heritage" learners
(those with the target language as a family language) with "non-heritage"
learners on the programme.
Miller, Lindsay
& Pamela Rogerson-Revell (1993) Self-access systems. ELT Journal
47/3: 228-233.
Four types of open learning centre are described and compared.
Morley, Joan
(1984) Listening and Language Learning in
ESL: Developing Self-Study Activities for Listening Comprehension. In
series Language in Education: Theory and
Practice Vol. 59. Englewood Cliffs, NJ: Prentice-Hall.
Design
considerations for listening activities usable in self-instruction.
Moulden, H.
(1985) Extending self-directed learning of English in an engineering college.
In Philip Riley, ed. Discourse and
Learning, 206-232. In series Applied
Linguistics and Language Study. London: Longman.
A case study of transfer from a taught course (in EFL for French engineering students) to guided self-instruction using an open learning centre. Moulden gives extracts from advice materials, and discusses student evaluation data.
Mozzon-McPherson,
Marina (1996) Good language learners, the concept of autonomy and the language
adviser. Independence 18: 21-24.
A
brief overview of the language adviser's role at an open learning centre.
Müller-Verweyen, Michael (1999a) Reflection
as a means of acquiring autonomy. In Sara Cotterall and David Crabbe, eds: Learner Autonomy in Language Learning:
Defining the Field and Effecting Change, 79-88. In series Bayreuth Contributions to Glottodidactics,
Vol. 8. Frankfurt am Main: Peter Lang.
After claiming that activities designed by untrained learners for foreign-language self-instruction are rarely effective, Müller-Verweyen describes an independent-learning/learner-training course supported by teacher contact sessions.
Müller-Verweyen, Michael (1999b)
Selbstlernsysteme - Beschreibung eines Konzepts. In Christoph Edelhoff and Ralf
Weskamp, eds: Autonomes
Fremdsprachenlernen, 80-92. In series Forum
Sprache. Ismaning: Hueber.
A classification of foreign-language learning systems without a teacher as central organiser, followed by a discussion of learner autonomy issues and learning-resource solutions.
N
O
O'Dwyer, John (1994) Self-study: empirical research
into materials design and use. In Keith Richards and Peter Roe, eds: Distance Learning in ELT, 108-123. In
series Review of English Language
Teaching, Vol. 3, No. 2. London: Macmillan.
A report into the effectiveness of strategy training with Turkish native speakers learning Bahasa Indonesia via a teach-yourself package.
P
Pang, Terence T. T.
(1994) A self-directed project: a critical humanist approach to self-access. In
David Gardner and Lindsay Miller, eds: Directions in Self-Access Language Learning,
29-38. Hong Kong: Hong Kong University Press.
A report on a group-based learner-training
project, with teacher consultation sessions, using a Hong Kong university open
learning centre for the study of EFL.
Parlett, D. S. (1968) Learning a Language Alone. London: Pitman.
An overview, directed mainly at learners, of foreign-language self-instruction
learning strategies;
materials and resource selection and
use;
self-help activity design.
Piskurich, George M. (1993) Self-Directed Learning: A Practical Guide to
Design, Development and Implementation. San Francisco, CA: Jossey-Bass.
A practical and comprehensive (though non-foreign-language-specific) manual for setting up, writing and monitoring in-company self-instructed training programmes. Besides looking at materials, it also examines institutional/learner factors and physical facilities (including "learning centers").
Q
R
Ravindran, Radha
(1996) First steps towards learner independence in language learning. Independence
18: 44-48.
Description of guided self-study modules (using pre-set materials) in English for Science and Technology at a Singapore polytechnic.
Reeves, Nigel B. R. (1993). The efficacy of home & distance language learning: the 'OLLO' experiment. Paper presented at the BAAL Annual Conference, University of Salford.
A report on an experiment comparing achievement in classroom, distance and self-instructed learning by intermediate Hungarian learners of English using the same self-study package.
Riley, Philip (1997) The guru and the
conjurer: aspects of counselling for self-access. In Phil Benson and Peter
Voller, eds: Autonomy and Independence in Language Learning, 114-131.
London: Longman.
A theory-oriented overview of the language counsellor's (advisor's) role, with implications for counsellor training.
Roberts, John (1995) An anatomy of
home-study foreign language courses. System
23/4.
A detailed methodological comparison of cassette-based teach-yourself packages (sold by mail order rather than in bookshops) for English native speakers to learn a range of European languages.
Rogerson-Revell, Pamela & Lindsay
Miller (1994) Developing pronunciation skills through self-access learning. In
David Gardner and Lindsay Miller, eds: Directions in Self-Access Language
Learning, 89-103. Hong Kong: Hong Kong University Press.
A guide to learner-training/induction and learning materials for pronunciation in an open learning centre.
Rowntree, Derek & Brendan Connors
(1979) How to Develop Self-Instructional
Teaching. Milton Keynes: Open University Press.
A practical (though non-foreign-language-specific) guide for writers of self-instruction packages.
Rowntree, Derek (1990) Teaching Through Self-Instruction: How to Develop Open Learning
Materials. Revised edition. London / New York: Kogan Page / Nichols.
A comprehensive and practical (though non-foreign-language-specific) guide for writers of self-instruction/distance-learning packages, covering not only materials design and evaluation per se, but also issues such as the materials development team.
Rowsell, Lorna V.
& Gary Libben (1994) The sound of one hand clapping: how to succeed in
independent learning. Canadian Modern Language Review 50/4: 668-687.
A study of 30 ab initio self-instructed Canadian university students with free choice of learning materials and target language. Diary data is used to examine the links between reported success and autonomous strategy-use.
Rück, Herbert (1998) Subjektive
Theorie und autodidaktisches Sprachenlernen: Prä-Kognitionen und ihre
Überprüfung in einem Lernprozeß Russisch. Fremdsprachen Lehren und Lernen
27: 204-221.
A case-study of the (German) author's self-instruction of Russian over five years using various teach-yourself packages, with a focus on discovery/formulae-based methods.
Rybak, Stephanie J. (1983) Foreign languages by radio and television: the development of a support strategy for adult home-learners. PhD thesis, Brighton Polytechnic.
This thesis contains a Literature Review of studies (mainly UK-based) into radio/TV foreign-language courses, focusing on participation rates, reasons for learning and dropout. Rybak then describes and evaluates various support schemes she implemented for self-instructed UK learners of French:
Study/self-help groups, led by a
target-language expert/learning advisor;
A distance-learning pack.
A course magazine.
Telephone and postal
question-and-answer service.
S
Sadler-Smith, Eugene (1996) 'Learning
styles' and instructional design. Innovations in Education and Training
33/4: 285-293.
A (non-foreign-language-specific) overview of learning style, and advice on how to allow for learning-style differences when designing self-instruction materials.
Sheerin, Susan (1997) An exploration of
the relationship between self-access and independent learning. In Phil Benson
and Peter Voller, eds: Autonomy and Independence in Language Learning,
54-65. London: Longman.
A discussion of self-access centre design features to enhance
"independent learning" (i.e. learner autonomy).
Sinclair, Barbara (1996) Materials
design for the promotion of learner autonomy: how explicit is 'explicit'? In
Richard Pemberton, Edward S. L. Li, Winnie W. F. Or and Herbert D. Pierson,
eds: Taking Control: Autonomy in Language Learning, 149-165. Hong Kong:
Hong Kong University Press.
A discussion of how materials (both classroom coursebooks and self-access materials) can provide strategy and autonomy training for foreign-language learning.
Star, Marian (1994) Learning to
improve: evaluating self-access centres. In David Gardner and Lindsay Miller,
eds: Directions in Self-Access Language Learning, 157-166. Hong Kong:
Hong Kong University Press.
A report on student evaluations of a foreign-language open learning centre in Hong Kong, and on links with learner type.
Stevens, Vance (1996) Use and abuse of
autonomy in computer-assisted language learning: some evidence from student
interaction with SuperCloze. In Richard Pemberton, Edward S. L. Li, Winnie W.
F. Or and Herbert D. Pierson, eds: Taking Control: Autonomy in Language
Learning, 281-302. Hong Kong: Hong Kong University Press.
A report on a study of CALL program use for EFL at an Omani university open learning centre, focusing on the language-learning effectiveness of students' program use.
Sturtridge, Gill (1997) Teaching and
learning in self-access centres: changing roles? In Phil Benson and Peter
Voller, eds: Autonomy and Independence in Language Learning, 66-78.
London: Longman.
The author discusses the factors contributing to the growth of the self-access centre phenomenon, and presents key factors for the success of self-access centres (including materials qualities and learner skills).
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Tait, Jo & Peter Knight (1996) A
framework. In Jo Tait and Peter Knight, eds: The Management of Independent Learning, 1-12. In series Staff and Educational Development.
London: Kogan Page.
A non-foreign-language-specific discussion of independent learning in tertiary education.
Teague, Beverley
(1999) Preparing the materials or preparing the learners: is there a choice? Self-Access
Language Learning: The Newsletter of the Hong Kong Association for Self-Access
Learning and Development. Available at http://www.engl.polyu.edu.hk/HASALD/sall99.htm,
accessed
A discussion of the merits of using or adapting published materials vs. writing original materials at a self-access centre, and of the need for learner pre-training.
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Umino, Tae (1999a) A preliminary investigation of Japanese university students' use of self-instructional broadcast materials for L2 learning. Tokyo University of Foreign Studies Working Papers 57.
After a survey of Japanese studies into the take-up of radio/TV broadcast courses, Umino reports on her own survey of 138 radio/TV foreign-language learners in Japan. She analyses the learners' accounts of take-up, advantages and disadvantages of the method, and successful learning strategies.
Umino, Tae (1999b) The use of self-instructional broadcast materials for second language learning: an investigation in the Japanese context. System 27: 309-327.
A revised version of Umino (1999a).
Umino, Tae (2000) Second language learners' use of
self-instructional broadcast materials: with a focus on perseverance. Area
and Culture Studies 59: 13-41.
A report on interviews with 20 students of foreign languages at a Japanese university who had experience of learning languages by radio or TV. Analysis focuses on the causes and prevention of dropout, and reasons for perseverance.
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Victori, Mia & W. Lockhart (1995)
Enhancing metacognition in self-directed language learning. System 23/2:
223-234.
The authors describe how language-learning counsellors, linked to a self-access centre at a language institute in Spain, enhance learners' metacognition and beliefs about language learning.
Voller, Peter & Valerie Pickard
(1996) Conversation exchange: a way towards autonomous language learning. In
Richard Pemberton, Edward S. L. Li, Winnie W. F. Or and Herbert D. Pierson,
eds: Taking Control: Autonomy in Language Learning, 115-132. Hong Kong:
Hong Kong University Press.
An evaluation of a "conversation exchange" scheme (using tandem learning partners) for learning Cantonese and English at a Hong Kong university open learning centre, with general recommendations for such schemes.
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White, Cynthia (1999)
Expectations and emergent beliefs of self-instructed language learners. System
27: 443-457.
A report on a developmental study of
beliefs about self and learning, involving 23 university students beginning
Japanese and Spanish in self-instructed mode.
Whitehead, Russell
(1999) Using radio for learning. Self-Access Language Learning: The
Newsletter of the Hong Kong Association for Self-Access Learning and
Development. Available at http://www.engl.polyu.edu.hk/HASALD/sall99.htm,
accessed
A learner interview about
radio-based strategies for EFL self-instruction in the UK.
Wongsothorn, Achara
(1989) Comparative study of English teaching and learning at graduate level by
direct teaching, self-instruction, and personalizing instruction. PASAA:
Journal of Language Teaching and Learning in Thailand 19/1: 56-60.
A report on an experimental study
comparing direct teaching, self-instruction with teachers as language advisors,
and free choice of method and learning units. Results are analysed in terms of
achievement, motivation and attitude.
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Francis R.
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