Integrating Artificial Intelligence in Redesigning Self-Access Center (SAC) for Language Learning
DOI:
https://doi.org/10.24090/celti.2024.1003Keywords:
self-access center (SAC), artificial intelligence (AI), redesingning, language learningAbstract
The existence of Self-Access Center (SAC) has proven to be significant in promoting language learning. Not only do learners learn a language, but they also build up autonomous learning where they use resources independently for their improvement. Indeed, SACs provide a set of resources that learners can access directly on their own management. However, in traditional settings, the features of SACs still emphasize the use of hardware and printed materials rather than digital media. Due to the widespread usage of information and communication technology (ICT) and artificial intelligence (AI), the conventional settings of SACs need reformulation in their design. In addition to hardware and software, AI is required to facilitate language learners. This paper aims to reformulate the design of SAC for language learning by integrating AI into the learning process. The method used is library study to search for literatures in the reformulation of the SAC design. The study is expected to provide an improved model for the rearrangement of SAC at University of Jember Language Center, formally called UPA Bahasa. As the building is currently being renovated, the new design will be helpful in providing future arrangement of SAC, thereby leading to better services in language learning development.
References
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Reinders, H. (2013). The Encylopedia of Applied Linguistics, Willey Online Library DOI: 10.1002/9781405198431 First published: 30 January 2013
Bartneck, C., Lütge, C., Wagner, A., & Welsh, S. (2021). What Is AI? In SpringerBriefs in Ethics (pp. 5–16). https://doi.org/10.1007/978-3-030-51110-4_2
Domínguez-Gaona, M., López-Bonilla, G., & Englander, K. (2012). Self-access materials: Their features and their selection in students’ literacy practices. Studies in Self-Access Learning Journal, 3(4), 465-481. Retrieved from https://sisaljournal.org/archives/dec12/dominguez-gaona_lopez-bonilla_englander/
Gardner, D., & Miller, L. (1999). Establishing self-access: From theory to practice. Cambridge, UK: Cambridge University Press.
George, M.W. (2008). The Elements of Library Research: What Every Student Needs to Know. New Jersey: Princeton University Press
Han, B. (2019). Application of Artificial Intelligence in Autonomous English Learning among College Students. International Journal of Emerging Technologies in Learning (IJET), 14(06), 63. https://doi.org/10.3991/ijet.v14i06.10157
Hsieh, H.C. (2010). Self-Access Center and Autonomous Learning: EFL College Students’ Motivations, Activities and Perceptions of Learning Effectiveness. Indiana: UMI Dissertation Publishing
Littlewood, W. (1996). Autonomy: An anatomy and framework. System, 24(4), 427-435.
Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20(1), 71-94.
Morrison, B. (2011). A Framework for the Evaluation of a Self-Access Language Learning Centre. SiSAL Journal Vol. 2, No. 4, December 2011, 241-256
Mukamil, et. al. (2023). Students' Needs for Autonomous Learning through Self-Access Center Resources and Activities: A Survey on the Target and Learning Needs of SAC Users. Journal of English Teaching, Literature, and Applied Linguistics Vol. 7, No. 2; September 2023
Myartawan et. al. (2013). The Correlation between Learner Autonomy and English Proficiency of Indonesian EFL College Learners. TEFLIN Journal, Volume 24, Number 1, January 2013
Yoon, S. Y. (2019). Student readiness for AI instruction: Perspectives on AI in University EFL classrooms. Multimedia-Assisted Language Learning, 22(4), 134–160. Learning (IJET), 14(06), 63. https://doi.org/10.3991/ijet.v14i06.10157
Reinders, H. (2013). The Encylopedia of Applied Linguistics, Willey Online Library DOI: 10.1002/9781405198431 First published: 30 January 2013
