Abstract
Autonomy and self-learning are ongoing challenges for universities generally, and for their language centres specifically when it comes to language learning and acquisition. The University of Modena and Reggio Emilia has always paid attention to both fostering autonomy in its learners and developing customized language learning activities. Among all the activities the Language Centre deals with, we include self-access learning, through the establishment of proper laboratories, and traditional-teaching support measures, through the use of Moodle, as means to reach out to several non-attending students with supplementary materials.
Although the Language Centre staff has been able to successfully complement teaching activities in class using Moodle, there was also a tendency to keep self-access learning within the physical barriers of its room, thus almost obliging users to go there to find language assistance and materials. However, a natural change in learners’ academic attendance and needs has lately led the Language Centre staff to rethink the whole idea of self-access learning, by having it transcend its walls and find a home online.
Exploiting some of Moodle’s characteristic features – i.e. accessibility, flexibility, and customization – in the academic year 2018–2019, a new project will be piloted which will give learners the chance to get in touch with the language adviser via the web in order to receive counselling on language matters, and to find a network of extra services such as:
e-tutored online courses and learning pathways providing support to achieve certain goals;
webinars on specific areas providing learners with methodological tools;
a dedicated space for improving speaking skills (e.g. atelier de conversation).
Through these tools the Language Centre hopes to expand its range of self-learning activities so as to meet learners’ new expectations and attitudes.
About the author
Alessandra Marazzi works for the Language Centre of the University of Modena and Reggio Emilia, Italy. She started off in 2000 as a language advisor overseeing self-access learning and, in the following years, her working activities broadened to include online language learning and computerized language testing. These - online learning and online assessment - have remained her major fields of interest.
Appendix
Methodological indications
| Audio file + comprehension exercises | In case of questions to answer, a good suggestion is, before starting to listen, take some time (around 3 minutes) to read the questions and the options given so that when you’ll press play you’ll already know where to focus your attention and what to look for. Try and listen to each recording only twice without stopping it (mainly because if you’re ever to sit the University English exam that’s what you’ll be facing). Try and read out aloud both the questions and the options so that you can add some productive activities to your listening. Try and be accurate in your pronunciation because getting a better pronunciation will make a better listener out of you. Remember that aural and oral skills are strictly linked and integrated between them. |
| Audio file + transcript + comprehension exercises | For comprehension exercises see above. At lower levels (A1–B1), use the transcript to work both on the grammar and on the vocabulary:
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At higher levels (B2 onwards), try and summarise both orally and in writing what you’ve heard and check with the transcript if you’re doing ok. You can use the transcript also to work on syntax usages you’ve never encountered before or on new vocabulary. | |
| Transcript only | Use the transcript to do some grammar and vocabulary work, and some speaking and writing as well:
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| Audio file only | Each time you listen to whichever recording you can also try and carry out these activities:
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| Subtitles/lyrics | In case of songs, you can download the lyrics from many sites and try and follow the song with those (in this case you can also attempt at some translation). When watching a DVD you can use subtitles if the comprehension proves to be too hard, but try not to end up “reading” the film. Use them to do some of the exercises explained before and this will be a better use of them. |
Materials suggestions
Here are some general suggestions to improve your listening. Please remember that these are only general indications; there is no limits as to the number of exercises and activities you can answer to and commit yourself with.
A levels
www.esl-lab.com (general and basic columns, easy exercises)
B levels
www.esl-lab.com (general and basic columns, medium exercises; from level B2 also medium exercises of the listening for academic purposes column)
C levels
www.esl-lab.com (general, basic and listening for academic purposes columns, difficult exercises)
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