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dc.contributor.authorCotterall, Sara
dc.contributor.authorReinders, Hayo
dc.description.abstractIndependent language learning is an essential complement to classroom-based learning if learners are to acquire target competence in a realistic period of time. It follows that language teachers can help promote learning efficiency by making links between teacher-guided learning and learner-initiated activities outside class. In an effort to encourage out of class learning, many institutions in the last ten years have established language resource centres where learners are encouraged to learn independently. This article reports on an investigation of the perceptions and practices of a group of learners enrolled in an intensive English course in relation to their out-of-class language learning. The project sought to answer the following questions: 1 How efficient and effective are the self access language learning opportunities currently provided as part of Victoria University’s English Proficiency Programme? 2 How do learners perceive self access language learning (SALL)? 3 What links do learners make between their self access language learning and their classroom learning?en_NZ
dc.rights“This is a preprint of an article submitted for consideration in the Tesolanz Journal. © Tesolanz 2000. which is available online at:
dc.subjectself-access centres (SACs)en_NZ
dc.subjectlanguage learner autonomyen_NZ
dc.subjectindependent learningen_NZ
dc.titleFortress or bridge? : learners’ perceptions and practice in self access language learningen_NZ
dc.title.alternative(published title): Learners’ perceptions and practice in self access language learningen_NZ
dc.typeJournal Articleen_NZ
dc.subject.marsden130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori)en_NZ
dc.identifier.bibliographicCitationReinders, H. (2000). Fortress or bridge? : learners’ perceptions and practice in self access language learning. Tesolanz 8, 23-38. NOTE: This is research undertaken for the School of Linguistics and Applied Language Studies, Victoria University of Wellington and the Department of Applied Language Studies and Linguistics, University of Auckland prior to the author being affiliated with the Unitec Institute of Technology.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ

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