Date: December 2, 2010
Speaker(s): Ellie Law (HKU)
Title: Evaluating Learning Gain in a Self-access Centre: Case Studies of Six Low Proficiency Students
Powerpoint: download
Abstract:
Previous research suggests that the issue of learning gain is crucial to any discussion of SAC evaluation. However, Morrison (2005) points out that there is no research-based framework specifically developed for evaluating SACs’ effectiveness. He suggests looking to the learners to identify evidence of learning gain. This study adopts a learner- centred approach to evaluating the learning gain in a SAC. Quantitative data were collected from pre- and post- questionnaires while qualitative data were collected from learner portfolios, learners’ written reflections, two individual collaborative evaluation meetings and the language advisor’s evaluation. All participants perceived themselves having learning gains which include metacognitive knowledge and strategies, language gain and socio- affective gain. They believe methodological, pedagogical and psychological support provided in a SAC are crucial in the SALL process.
This study shows some factors which are conducive to evaluating learning gain in a SAC: 1). learners are given the central role in the evaluation process, 2). support and guidance are provided for learners and 3). different learner- centred evaluation tools are used. It seems clear that different kinds of learning gain cannot be sought by traditional types of language assessments and that learners’ self- assessment based upon perceptual rather than objective, verifiable data is necessary.