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Bridging to Independent Learning
Jovita T. Corrigan, Ho Mai Fung, The Chinese University of Hong
Kong
Self-access centers have gained popularity in recent years as a cost
effective way for students to autonomously learn a second language. Equipped
with the latest technology, these centers offer the promise of facilitating
second language learning and acquisition. Yet, students tend to avoid self
access centers unless they are linked to a course or module centered in
a regular classroom and are explicitly told by their teachers or tutors
to use them. In this paper we draw lessons from students' joumal entries
related to their own awareness of how they learn a second language - crucial
lessons if we are to understand how students can learn autonomously in
self-access centers. These entries reveal that students benefit meta-cognitively
from self-access centers but do not gain "meta- affectively" from the centers.
A bridge to independent learning is best constructed through the development
of confidence which comes from teacher-student contact.
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