Chapter 4 Implementing Self-access
28 Setting up a self-access facility
29 Choosing self-access materials
30 Designing self-access materials
31 Supporting self-access from the classroom
32 Training learners to use self-access materials
Self-access is an umbrella term that can be used to cover many kinds of guided
independent learning. In certain well-resourced contexts, especially those where
learners are both highly motivated and extremely busy, there is a tendency
towards the design of language programmes where learners are asked to cover a
significant amount of the syllabus outside the classroom. The plan may be for
them to work in their homes, or in a self-access centre. This chapter offers some
immediate suggestions on how to use and design independent learning materials.
If your work includes independent learning as a major contribution to your
courses, you may wish to explore the topic further, for example through 500 Tips
on Open and Flexible Learning (Phil Race, 1998) in the same series as the
present book.
We start with some thoughts on how to set up a self-access facility from
scratch. Much of this chapter is most relevant to those who have access to a
reasonably large set of independent learning resources—but if you are in the
process of introducing self-access into your context for the first time then this
particular set of tips will help you.
We then look at the wide range of factors that you should consider in choosing
and designing self-access materials for your learners. These sets of tips look at
the principles underlying self-access material use, and are particularly relevant in
contexts where independent learning is central to the course. We emphasize the
importance of learning outcomes that match course aims, of engaging tasks, and
of feedback.
We end with some considerations of the role of the teachers in supporting
learners’ use of self-access. We look first at things a class teacher can do to