||This paper outlines how the self-access programme of an Intensive English Language Programme evolved over a number of years. It documents the changes which were incorporated into the programme in order to ensure that it would provide a positive relevant learning experience for students which would enable them to develop new learning skills and strategies. The experience demonstrates that self-access does not 'just happen' when all the relevant components are put in a room together and identifies the problems which were encountered. The paper presents the solutions and the criteria which were established for the self-access programme, specifically those related to the aims of the programme, and the roles for teachers and learners. The need for teacher and learner training is explored along with the facility for reflection. The annual student evaluation of the programme provided informative data which contributed to shaping the changes. The resulting trends demonstrated in the data reinforce and support the need for a focused approach in autonomous learning and self-access programmes for both students and teachers.
||Tots els drets reservats.
||other ; editorial ; publishedVersion
Learner Contracts ;
Learner Training ;
||Links & Letters, N. 7 (2 000) , p. 81-93, ISSN 1133-7397