Analysis of the current effectiveness of the students self-study centre at Eastern Mediterranean University English Preparatory School in North Cyprus
Doğu Akdeniz Üniversitesi İngilizce Hazırlık Okulu bünyesindeki öğrenci bireysel çalışma merkezinin hali hazırdaki etkisinin çözümlenmesi
- Tez No: 89742
- Danışmanlar: DAVİD PALFREYMAN
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Bireysellik, Dil öğrenimi, Doğu Akdeniz Üniversitesi, Hazırlık okulu, Yabancı dil öğrenimi, Çalışma ortamları, İngilizce, Individualism, Study of languages, Eastern Mediterranean Universty, Preparatory school, Foreign language learning, Work environment, English
- Yıl: 1999
- Dil: İngilizce
- Üniversite: İhsan Doğramacı Bilkent Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Yabancı Dil Olarak İngilizce Öğretimi Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
Özet yok.
Özet (Çeviri)
Self-Access Centres are important places for language learners, especially for those learners who have no opportunity to practice the language outside the classroom. They are also important for guiding students to become independent learners who take responsibility for their own learning. This need makes it essential to establish effective study areas for students to practice the language that they are learning. In this study the focus was on the newly organised Students' Self-Study Centre (SSSC) at Eastern Mediterranean University. Since the use of the new SSSC was a completely new experience both for the students and the class teachers, it was necessary to evaluate the effectiveness of the SSSC in terms of contributing to autonomous learning. To evaluate the effectiveness of the SSSC, a case study was conducted at EMUEPS. Firstly, the appropriateness of the resources and the adequacy of thefacilities in terms of supporting autonomous learning were found. Then, the practices that students, class teachers and the SSSC staff engaged in in the SSSC were analysed in terms of the activities and the interaction patterns that they preferred. The data collection procedure started with a preliminary e-mail questionnaire. Then, two parallel questionnaires were prepared for students and class teachers. The questionnaires were distributed to students and teachers at eleven classes from different levels in the institution. After that, formal interviews were held with the administration, specialist teachers and the SSSC staff. Finally, students class teachers and the SSSC staff were observed in the centre during both open-access and scheduled-class hours. The data collected were analysed by calculating the means and the percentages of the questionnaire responses. The interviews were transcribed and grouped under specific topics and the observations were analysed in terms of the activities and the interactions that the students, class teachers and the SSSC staff were involved in. The results indicated that the resources were appropriate and the facilities were adequate in terms of promoting autonomy. However, there was still a need to provide more relevant materials prepared according to the interests of the students. Another point to be taken into account was the desire for an increase in the study hours of the SSSC. The presence of class teachers was found to be useful sincestudents needed guidance in effective use of these resources. However, the results also indicated a need for increased training for both the students and class teachers on the aims, purposes and functioning of the SSSC. The practices that the students were involved in suggested that using computers were the most preferred and most useful resources for self-study. This suggests that computers should be provided with more language-based facilities appropriate to the needs of the students.
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