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

Abstract

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.