Volume 1, Issue 2  August 2005, pp. 41–49          Download PDF

Regular Articles
How well do self-access CALL materials support self-directed learning?

Hayo Reinders1, Marilyn Lewis2

1 University of Auckland, NEW ZEALAND hayo@hayo.nl
2 University of Auckland, NEW ZEALAND

DOI: https://doi.org/10.29140/jaltcall.v1n2.9


Many CALL materials are used for self-study or are offered in self-access centres where students often have little or no access to support from a teacher. Such materials thus have to be very clear, comprehensive, and easy to use. Although more and more publishers now include comments such as 'suitable for self-access' or 'suitable for self-study' in their catalogues it is not always clear on what basis such comments are made. The majority of purchasing decisions is made by individual buyers and self-access centre staff without even such basic comments. This article presents the results of an evaluation of a small selection of materials in one self-access centre at a New Zealand University, using an evaluative checklist developed by the authors. Results from a quantitative analysis show that many materials do not include the types of support needed in a self-study or self-access context. Results from a qualitative analysis of the evaluators' comments show that the features most commented on by teachers (either for their absence or their presence) are ease of access and support for the wider development of students' language learning strategies.


© Hayo Reinders, Marilyn Lewis

CC  4.0
This work is licensed under a Creative Commons Attribution 4.0 International License.

Suggested citation

Reinders, H., & Lewis, M. (2005). How well do self-access CALL materials support self-directed learning? The JALT CALL Journal, 1(2), 41–49. https://doi.org/10.29140/jaltcall.v1n2.9

Related Articles:

TOEFL iBT Training in the CALL Classroom
Aaron P. Campbell, Richard Silver
The JALT CALL Journal Published: 31 August, 2011, Volume 7(2), 217–229. Download PDF

EFL student and faculty perceptions of and attitudes towards online testing in the medium of Blackboard: Promises and challenges
Abdulaziz I. Fageeh
The JALT CALL Journal Published: 30 April, 2015, Volume 11(1), 41–62. Download PDF

EFL students’ readiness for e-learning: Factors influencing e-learners’ acceptance of the Blackboard in a Saudi university
Abdulaziz Ibraheem Fageeh
The JALT CALL Journal Published: 30 April, 2011, Volume 7(1), 19–42. Download PDF

Effects of Blackboard on EFL academic writing and attitudes
Abdulaziz Fageeh, Mohamed Amin A. Mekheimer
The JALT CALL Journal Published: 31 August, 2013, Volume 9(2), 169–196. Download PDF

Touch the page and mimic me: Evaluation of a talking-pen learning tool
Abigail Odakura
The JALT CALL Journal Published: 31 December, 2013, Volume 9(3), 287–295. Download PDF

A survey of Japanese university students' computer literacy skills
Adam Murray, Andrew Blyth
The JALT CALL Journal Published: 31 December, 2011, Volume 7(3), 307–318. Download PDF

Negotiating intercultural spaces and teacher identity in an internationalised school in Shanghai
Adam Poole
Intercultural Communication Education Published: 23 August, 2019, Volume 2(2), 59–70. Download PDF

Designing a course in intercultural education
Adrian Holliday
Intercultural Communication Education Published: 11 August, 2018, Volume 1(1), 4–11. Download PDF

Encouraging autonomy through the use of a social networking system
Adrian Leis
The JALT CALL Journal Published: 30 April, 2014, Volume 10(1), 69–80. Download PDF

(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Diaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99. Download PDF