By Donald Holsinger
The publication brings jointly papers which specialise in upon matters relating to the research and aid of self sufficient language studying in very varied out-of-classroom academic and geographical contexts, yet which all percentage the assumption that the learner is finally accountable for his or her personal studying.
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Additional info for Independent Language Learning: Building on Experience, Seeking New Perspectives
Sample text
Thorne, S. L. 2009. ‘Community’, semiotic flows, and mediated contribution to activity. Language Teaching, 42(1): 81–94. , C. White, U. Walker and C. vom Brocke. 2010. Making usergenerated content communities work in higher education—On the importance of incentive setting. In Changing cultures in higher education— moving ahead to future learning: A handbook for strategic change, eds. -D. Ehlers and D. Schneckenberg. 149–66. Berlin: Springer Verlag. Walker, U. and C. vom Brocke. 2009. Integrating content-based language learning and intercultural learning online: An international eGroups collaboration.
The preassessments and post-assessments (the same instruments) also provide feedback for evaluating and modifying the course. The LASSI is used in conjunction with measures of goal orientation, help-seeking and reading comprehension. At the end of the semester, the assessments are given to students again to provide feedback on their improvement in each of the areas assessed. The course also includes three examinations which are used to assess and provide feedback on students’ learning of course content.
There are currently nine sections in the EDP310 course with a maximum of 28 students in each section. A faculty co-ordinator and two graduate student assistant co-ordinators together develop course content and structure, as well as determine which assessments to use in the course. They also help with course administration and the training of new teachers (who are all advanced post-graduate students). Extensive preparation is required for those teaching EDP310, including coursework in teaching methods and strategic learning, as well as extensive in-house training (approximately six days prior to the beginning of the semester, followed by weekly staff meetings and mentoring sessions).
