Virtual Presentation Author Maria Stolbova Institution Australian Centre

Virtual Presentation • Author: Maria Stolbova • Institution: Australian Centre for Education and Training, Hanoi, Vietnam • Type of paper: small-scale research

SALC in Vietnam: Students’ Attitudes.

Reasons for conducting this research: • Self-Access Learning Centre (SALC) has become a popular tool for language learning in many countries, but is still relatively new and uncommon in Vietnam. Most Vietnamese students have no previous experience of using SALCs. Thus, it might be useful to investigate their opinions about the facility, what they like and dislike about it and whether they find SALC beneficial for their learning. • Not much information is available in literature about the use of SALC in Vietnam, as the number of functioning SALCs is still very small, mainly in foreign-run schools. So far, very little research has been done in this area.

Research questions: • What are Vietnamese students’ attitudes towards learning at the SALC? • How do students usually make use of the SALC? • In students’ opinion, is the SALC beneficial for their language learning and how?

Literature review: • Many studies have been conducted worldwide to analyze students’ views on SALC and their use of its resources. • In particular, in Asia, where SALC still represents a relatively new learning model, research has been conducted in countries like Singapore, Taiwan, Malaysia, Thailand to investigate students’ attitudes to SALC. • Most studies reveal a positive attitude among students towards learning at SALC. • Still, some findings show that students need more advice and help so as to learn how to use resources in SALC more effectively. • Thus, a number of studies suggest certain ways to enhance and facilitate students’ use of SALC and potential improvements to the facility.

Examples of existing research papers: • Chia, C. and Ellis, M. (2004). PRC students’ experience with independent learning at the National Institute of Education, Singapore. The Proceedings of the Independent Learning Conference 2003 (pp. 1 -11). • Monk, B. and Ozawa, K. (2005). The NUCB self-access centre and its role in the foreign language program. NUCB Journal of Language, Culture and Communication, 7(1). • Ning, S. and Lin, C. (2008). EFL college students’ autonomous learning at a CALL self-access classroom. In R. O. C. , The Proceedings of the 25 th International Conference of English Teaching and Learning (pp. 1 -18). • Lai, E. (2001). Learner autonomy and the independent learning centre. Paper presented at MELTA Biennial International Conference, Kuala-Lumpur, Malaysia. • Yusof et al. (2003/2004). Self-access learning programme: Analising students’ language learning needs and evaluating learning materials. Self-Access English Learning Committee, UTM, Vote 75016, pp. 1 -64.

Subjects of the research: • 33 students from 2 classes of Australian Center for Education and Training (ACET), Hanoi, Vietnam • Age: 18 -27 • Level: pre-intermediate and upper-intermediate • Course: Academic English, 20 hours/week • Class size: 15 -17 students

Methodology: Two methods of data collection were used: • Questionnaires 15 questions of different type: multiple choice, scaled and open-ended questions • Interviews semi-structured interviews consisting of 5 open-ended questions with 10 students chosen randomly from both target classes. • Data obtained from questionnaires and interviews was analyzed in both quantitative and qualitative ways.

Research findings: Frequency of using SALC: • • 39. 5% of subjects visit SALC 2 -3 times a week 39. 5% never or rarely use SALC 15% visit SALC once a week 6% visit SALC few times a month Average time spent during each visit to SALC: • 48. 5% - less than one hour • 35. 5% - 1 -2 hours • 16% - 3 -4 hours

Reasons given for not using SALC regularly: • being too busy at school/work and not having enough time (most common reason) • SALC being too crowded/ having not enough space • SALC not allowing to bring home the most valuable books • Poor air-conditioning

Most and least popular learning resources and activities in SALC: • The most popular SALC resources used by students computers and study books • Less popular – readers and radios • Least popular – newspapers and magazines • The most popular learning activities done by students in SALC – reading and listening practice • Less popular – grammar and vocabulary • Least popular – writing, pronunciation and speaking

Language skills that, according to students, SALC helped them to improve most:

Problems and difficulties encountered when using SALC: • 41% - sometimes had difficulty finding or using materials and resources • 33% occasionally met the same problem • 19% never had any difficulties • • Other problems mentioned: Slow Internet connection, malfunctioning equipment Limited/crowded space, noise, lack of air-conditioning CDs and books can not be copied Some books too old/have answers written by other students

Improvements suggested by students: • Longer opening hours • Wider and cooler space • Better equipment, faster Internet • Ability to copy materials • Separate rooms for computers and library • Wider range of printed materials • Rooms for speaking practice

Overall impression of SALC on students: • 65% - SALC was useful for their learning • 32% - not sure about it • 64% - had positive experience using SALC • 36% - neither positive nor negative • 70% - would like to continue using SALC for their studies in the future

Conclusions drawn from the results of the research: • Firstly, SALC appears to be quite popular with current university students and pupils, whose main occupation is learning, while those who already graduated and work have other priorities and not enough time for using SALC. • Also, the study reveals that one of the reasons that prevented learners from using SALC more frequently is physical discomfort resulting from overcrowded narrow space, lack of air-conditioning and high levels of noise.

• Secondly, those students who use SALC regularly, find it very useful for their learning, particularly for improving their receptive skills – listening and reading. Yet, surprisingly, SALC was not often used for practicing writing. Perhaps, this is because the writing skill is difficult to self-study and requires teacher’s direct assistance in editing and correcting errors.

Summary: • Overall, most respondents fell into two categories: working students who have no time and ability to use SALC and non-working students who use the facility more or less regularly. The latter generally expressed a positive attitude towards learning at SALC and found it useful for their language studies, particularly, for improving reading and listening skills. • Despite several complaints regarding equipment, physical environment and materials, the majority of students want to continue using SALC in the future, with some improvements in the above-mentioned areas.