Training Counsellors for the Self-access Centre

Pornapit Darasawang School of Liberal Arts King Mongkuts University of Technology Thonburi Pornapit.dar@kmutt.ac.th

What is a self-access centre?

The centre should contain learning materials which students can use on their own. In order for it to be self-access, students have to be able to find materials easily which is at their level and satisfies their perceived needs. They also need to be able to evaluate their own work by checking what they have done against a key or a model answer, or they need to be able to gain some other forms of feedback Sheerin, 1991
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Purposes of learners coming to use the SAC

To improve their language proficiency To be trained how to be more independent

Support for self-access learning

Needs analysis questionnaire Learning contract Record sheet Induction programme Helper/counsellor Learning pathways

Quality of independent learners

Know learning objectives and be able to set their learning objectives. Be able to plan their own learning to suit the learning objectives. Be able to monitor their own learning, e.g. knowing their learning problems and trying to solve their learning problems. Be able to evaluate their learning, e.g. evaluating learning strategies, materials they choose, their learning performance.
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Roles of the Counsellor

Knowledge about learner autonomy Change of learners and teachers roles

Training the counsellors

Roles Skills

Skills that the Counsellor Should Have

Quality of the counsellor Process of counselling skills used in counselling (e,g, macro and micro skills) Instruments used in counselling

Process of Training
Theoretical background Experiential learning Modelling Supervision Reflections on the process

The Study
Case study of 8 subjects - Studying in Masters Degree programme in Applied Linguistics(2 are in RBL programme, 6 are in ELT programme) - 6 weeks of training and 6 weeks of doing the self-study programme with 2 students

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Data collection
participants written reports observation and feedback from the observation

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The subjects
RBL participants: having extensive knowledge about learner autonomy e.g. how to conduct a learner training, learning strategies, self-assessment, how to develop self-access materials. ELT participants: having an overview of learner autonomy, knowing learning strategies, having teaching practice.
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Results of the study

General procedure of conducting the self-directed programme - getting to know the students in order to explain the objectives of the programme, the tutors roles and the students roles. - needs analysis. - helping students to set up a learning goal/study plan.
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General procedure of conducting the self-directed programme

- introducing the resources to the students. - helping the students choose activities. - giving feedback to the students based on their problems, performance. This includes suggesting learning strategies.

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The use of instruments

Semi-structured interview for needs analysis and getting to know the students Needs analysis questionnaire Record sheet : - newly designed - choosing from the samples Learning contract
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Semi-structured interview 100%

Needs analysis questionnaire 62.5% Record sheet 75%

Learning contract 87.5%

100 90 80 70 60 50 40 30 20 10 0
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newly designed ( 83%)

choosing from the samples ( 17%)

Other instruments
Learning style inventory Motivation inventory Placement test used as a diagnostic test Counsellors record

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Learning style inventory 12.5%

Motivation inventory 12.5% Placement test 37.5%

Counsellors record 25%

40 35 30 25 20 15 10 5 0
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Two types of counsellors

Teaching oriented type Independent learning oriented

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Goal-setting stage
Teaching
Independent learning
- analyse a test or students work to find out the students problem - check students proficiency - help the student set a short-term and achievable goal - help the student set an objective before doing each activity

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Planning
Teaching
Independent learning
- the counsellor imposing the idea on what to learn by 1. preparing a list of materials 2. photocopying materials for the student 3. assigning a specific resource 4. assigning activities

- provide choices for the student to design the learning plan (either using or not using the contract) - negotiate with the student if she wants to change the learning plan

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Practising according to the plan

Teaching
- practise with the student e.g. in speaking activities - teach the student how to use the self-access materials - e.g. read the instructions, do the exercises and check the answer key - each the student how to guess the meaning from context - teach the student how to write the outline

Independent learning
- give the students a choice of when and where to study - have the students survey the materials in the suggested resource

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Recording
Teaching
Independent learning
- choose a record sheet for the student - have the students record what they did but not the reflection on how they did - teach the students how to write their reflection on the record sheet

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Feedback
Teaching
- use yes/no questions to help the students answer the questions easily - explain grammatical points - give feedback based on the scores - elicit what the students went through to recap what she has learned - suggest techniques - suggest the solution right away - always check the students understanding.

Independent

learning
- introduce self-correction to raise the students language awareness - have the students reflect on their process of learning by discussing activities, problems, solution, progress, the resource they chose - encourage the students to do self-assessment and work more on the problem - link what the student is doing with language acquisition

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Types of counsellors
Independent learning oriented - enable the students to set manageable and achievable goals. - encourage the students to be reflective through self-assessment. - involve students in learner training e.g. introduce strategies for the students to work on their own later. - help the students to develop language awareness.
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Teaching oriented
Test the learners to check their language proficiency. Give feedback rather than having the students reflect on their learning. Find materials for the learners. Assign activities for the learners. Product oriented (e.g. having students report only the scores of the activity they did). Teach language points/process.
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Discussion
Experience and beliefs have some effects on the consultation approach. Should teaching be avoided? Do classroom teachers make good counsellors? Are instruments helpful in structuring the selfstudy programme? What should be focused on when providing a training for counsellors in the SAC?

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