Abstract:
The Ministry of Education has promoted self-access English language learning at the basic education level since 2002 and established Student English Access Rooms (SEARs) in 80 secondary schools throughout Thailand to support students’ self-access learning. In order to assist students to learn in self-access centers effectively, suitable orientation and training need to be provided (Detaramani and Chan, 1999; Miller, 2000; and Rujikietgumjorn, 2000). The researcher, therefore, developed a strategy-based training program in order to help prepare students to make effective use of self-access English language learning. The purpose of this present study was to examine the effects of this strategy-based training program on attitudes and self-access English language learning behaviors of upper secondary school students. The study was designed as a single group experimental research study that employed both quantitative and qualitative research methods. The participants were 37 eleventh grade students at Saraburiwitthayakhom School in the first semester of academic year 2007. The treatment used in this study was a strategy-based training program and the research instruments were a questionnaire and learner journals. Paired samples t-test was employed to investigate the differences between the students’ attitudes and self-access English language learning behaviors before and after the training program. The data obtained from the learner journals were analyzed using a focused coding. The findings revealed from both the quantitative and qualitative data supported that the strategy-based training program can enhance attitudes and self-access English language learning behaviors of upper secondary school students. The participants gained more positive attitudes towards self-access English language learning. They realized their roles in self-access English language learning and gained more confidence in their English language capabilities. For the data concerning self-access English language learning behaviors, the participants were found to conduct self-access English language learning more frequently and systematically. Thus, students should receive a strategy-based training program in order to increase effective self-access English language learning.
