Investigating self access language learning in Sabah: necessary or supplementary?

Abstract

Much has been said about promoting independent language learning as gestures to empower language learners. One of the channels is to set up places where learners can learn a target language on their own and at their own pace. Self Acess Centres (hereafter referred to as SACs) is also believed to simulate real language situation. Self-Access Language Learning (hereafter referred to as SALL) has become a vital entity in bridging classroom language learning and 'real' environment language use.

The trend was first cemented in the late 1960's witnessing a growing number of the setting up of Self- Access Centres In recent years, many have perceived SALL as an approach to language learning

(Gardner and Miller, 1999). Hence, it is important for an institution to consider setting up a SAC in a gesture to promote learners to be independent in the course of their language learning. Due to the awareness, a number of SACs at tertiary institutions in Malaysia especially in Peninsular Malaysia have been established to foster the approach. However, as far as we are aware, it is very little or none known about SALL in Sabah. The paper reports an investigation of the beliefs/perceptions on SALL of these two important stakeholders in language teaching: teachers, and the Sabah State Education Department. This paper first outlines a synopsis of the SACs that are available in Sabah tertiary institutions. Next, this paper discusses the issue of whether a SAC is necessary or supplementary in promoting independent language learning. The data on the issue are sought by interviewing and distributing questionnaire to language teachers and education officers in Education Technology Unit in the State Education Board. The outcomes of the study will be used to instil the importance of SALL in helping learners to learn a language more effectively and efficiently.