Since July of 2009, the Self-Access Learning Center (SALC) at Kanda University has maintained a s... more Since July of 2009, the Self-Access Learning Center (SALC) at Kanda University has maintained a student-oriented Let’s Study English website (accessible at http://elisalc.org). The website acts as an extension of the physical space of the SALC, supporting the Center’s commitment to student access to information and materials which suit individual students’ learning needs, abilities and preferences. It also widens the learning environment- enabling students to access SALC information and resources virtually anywhere at any time. Lastly, it helps promote a community of language learners, encouraging student involvement in Learning Center activities.
This article describes the motivation and reasoning behind an ongoing project to create an online... more This article describes the motivation and reasoning behind an ongoing project to create an online presence of a Self-Access Center (SAC). The project involves the selection and integration of a number of technologies which work to together to supplement the physical SAC. The authors argue that such projects have value both for the institutions which host them, and also for the learners they serve, such as support of individualized and independent learning, promotion of the SAC, and hosting and archiving resources. Establishing an online presence allows learners much greater freedom in when, where, what, and how they study.
This article describes the motivation and reasoning behind an ongoing project to create an online... more This article describes the motivation and reasoning behind an ongoing project to create an online presence of a Self-Access Center (SAC). The project involves the selection and integration of a number of technologies which work to together to supplement the physical SAC. The authors argue that such projects have value both for the institutions which host them, and also for the learners they serve, such as support of individualized and independent learning, promotion of the SAC, and hosting and archiving resources. Establishing an online presence allows learners much greater freedom in when, where, what, and how they study.
"Although motivating and demotivating factors have been established for second language learners ... more "Although motivating and demotivating factors have been established for second language learners in face-to-face classes, it is not clear how these factors relate to students in online
learning contexts. By analyzing open-ended questionnaire responses, we examined similarities and differences between students’ selfreported motivational factors in online and face-to-face versions of the same undergraduate EAP writing course. We discovered four major differences: social/interaction, convenience and flexibility, the new/fun/interesting/ easy expectation, and the frustration factor."
Abstract: Since July of 2009, the Self-Access Learning Center (SALC) at Kanda University has main... more Abstract: Since July of 2009, the Self-Access Learning Center (SALC) at Kanda University has maintained a student-oriented Let's Study English website (accessible at http://elisalc. org). The website acts as an extension of the physical space of the SALC, supporting the ...
Since July of 2009, the Self-Access Learning Center (SALC) at Kanda University has maintained a s... more Since July of 2009, the Self-Access Learning Center (SALC) at Kanda University has maintained a student-oriented Let’s Study English website (accessible at http://elisalc.org). The website acts as an extension of the physical space of the SALC, supporting the Center’s commitment to student access to information and materials which suit individual students’ learning needs, abilities and preferences. It also widens the learning environment- enabling students to access SALC information and resources virtually anywhere at any time. Lastly, it helps promote a community of language learners, encouraging student involvement in Learning Center activities.
This article describes the motivation and reasoning behind an ongoing project to create an online... more This article describes the motivation and reasoning behind an ongoing project to create an online presence of a Self-Access Center (SAC). The project involves the selection and integration of a number of technologies which work to together to supplement the physical SAC. The authors argue that such projects have value both for the institutions which host them, and also for the learners they serve, such as support of individualized and independent learning, promotion of the SAC, and hosting and archiving resources. Establishing an online presence allows learners much greater freedom in when, where, what, and how they study.
This article describes the motivation and reasoning behind an ongoing project to create an online... more This article describes the motivation and reasoning behind an ongoing project to create an online presence of a Self-Access Center (SAC). The project involves the selection and integration of a number of technologies which work to together to supplement the physical SAC. The authors argue that such projects have value both for the institutions which host them, and also for the learners they serve, such as support of individualized and independent learning, promotion of the SAC, and hosting and archiving resources. Establishing an online presence allows learners much greater freedom in when, where, what, and how they study.
"Although motivating and demotivating factors have been established for second language learners ... more "Although motivating and demotivating factors have been established for second language learners in face-to-face classes, it is not clear how these factors relate to students in online
learning contexts. By analyzing open-ended questionnaire responses, we examined similarities and differences between students’ selfreported motivational factors in online and face-to-face versions of the same undergraduate EAP writing course. We discovered four major differences: social/interaction, convenience and flexibility, the new/fun/interesting/ easy expectation, and the frustration factor."
Abstract: Since July of 2009, the Self-Access Learning Center (SALC) at Kanda University has main... more Abstract: Since July of 2009, the Self-Access Learning Center (SALC) at Kanda University has maintained a student-oriented Let's Study English website (accessible at http://elisalc. org). The website acts as an extension of the physical space of the SALC, supporting the ...
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Papers by Troy Rubesch
learning contexts. By analyzing open-ended questionnaire responses, we examined similarities and differences between students’ selfreported motivational factors in online and face-to-face versions of the same undergraduate EAP writing course. We discovered four major differences: social/interaction, convenience and flexibility, the new/fun/interesting/ easy expectation, and the frustration factor."
learning contexts. By analyzing open-ended questionnaire responses, we examined similarities and differences between students’ selfreported motivational factors in online and face-to-face versions of the same undergraduate EAP writing course. We discovered four major differences: social/interaction, convenience and flexibility, the new/fun/interesting/ easy expectation, and the frustration factor."