Accelerated Learning In and Out of the Reading Classroom

by Yang Ying, National University of Singapore
and Jiang Jingyi, South China University of Technology

Abstract
The “accelerated learning approach” focuses on the promotion of learning success through fully engaging learners in the learning process and encouraging them to become more self-directed learners. Helping learners see their learning objectives, encouraging multi-sensory learning, involving learners in active exploration of what they learn and encouraging learners to show what they have learned and reflect on their learning processes are some of the tenets of this approach. This paper describes four types of reading activities designed on the basis of the principles of the “accelerated learning approach.”


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Developing a Classroom-Based Self-Access Learning Course: A Course Evaluation

by Tanya McCarthy
Kanda University of International Studies, Japan

Abstract
This paper is based on the premise that a considerable amount of language can be acquired outside the classroom lesson, and that as educators it is our responsibility to raise awareness of the value of self-directed learning. Self-access language learning (SALL) promotes the idea that as there are different types of learners with different language needs, students learn better if they are actively in control of their own learning. The paper focuses on how a SALL course was integrated into the curriculum at a private university in Japan. A mixed method approach incorporated whole class and small group discussion, reflective diary writing, out-of-class learning and one-to-one meetings with the teacher. Feedback on the course from a questionnaire was used to evaluate learners’ perception of the effectiveness of the program. Results were favorable, showing that learners found this mode of learning helpful in organizing study habits; sustaining motivation; improving specific language skills; and increasing knowledge of self-access resources.


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