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Listening fun lab VLRC is a space designed for learners to supplement and deepen their learning experiences outside of the classroom. This VLRC is thought considering the needs for learners to self-access the information in an independent manner and provides collective experiences to share, practice, reinforce and expand foreign language knowledge.
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This VLRC also presents to the learners a set of online sources activities and tools that promote self and collaborative learning and also offers the opportunity to receive feedback from learners to get new ideas and strategies for successful second language acquisition. It emphasizes the listening skill and is targeted towards students from an English language extension course at ILUD (Instituto de Lenguas de la Universidad Distrital) and SENA institution ranging from A1 to A2 levels. The groups are integrated by Colombian male and female adult learners, aged between 18-40 years. Their backgrounds are varied some are professionals, technicians and technologists students of different areas. Their native language is Spanish and learners seem to respond well to activities that use authentic language that can be used in different contexts to wider their language register and be more “natural” speakers. Furthermore, they need extra support in the listening skill to extend their pronunciation exercises and more opportunities to engage in conversations to use vocabulary for Basic Interpersonal Communicative Skills in spoken form.
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The objectives of this Center are:
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To provide learners with different exercises using meta-cognitive learning strategies to enhance listening skills. Metacognitive strategies are important because they oversee, regulate, or direct the language learning process. These strategies, which involve thinking about the learning process, include planning, monitoring, and evaluating. (O’Malley and Chamot, 1990).
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To promote autonomy through meta-cognitive strategies. McMurry, Tanner, & Anderson (2010) claim, “Meta-cognitive strategies deal with learning about how an individual learns. These strategies involve techniques such as self-monitoring and self-evaluation. These are key aspects of self-access. If self-access truly involves self-monitoring and self-evaluation, then self-access centers are essential in helping learners become more autonomous”. (p.100)
The educational impact of this Center is:
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Move from a traditional classroom to a virtual one - a trend in the 21st century.
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Use of meta-cognitive strategies to enhance the learning process and to promote long-life learning.
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Allow learners to work at their own pace providing a feeling of empowerment anytime, anywhere.
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Implement the metacognitive strategies in different exercises.
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Strategies to learn English better by using different tools.
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Control of your own learning.
Some of the problems that may arise could be:
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Learners’ lack of expertise in ICTs. This may be solved by including guidance using a video tutorial that offers a short tour of the webpage.
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Technical problems with the site and its use. A possible solution is to include the contact emails of the teachers and the skype names to provide solutions.
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Learner might not understand the instructions of an activity. This VLC can include a forum with a tutor who will provide guidance; moreover, through this forum, students will be able to get in touch with other peers who can provide help and support regarding learning activities or technical issues.
References
McMurry, B, L., Tanner, M. W., & Anderson, N. J. (2010). Self-Access Centers: Maximizing Learners’ Access to Center Resources. Studies in Self-Access Learning Journal, 1(2), 100-114. Retrieved February 20, 2013
O’Malley, J.M. & A.U. Chamot (1990). Learning Strategies in Second Language Acquisition. Cambridge:University Press.
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