Implications of the increasing provision of oalf for course design and delivery

Language Learning Journal

Volumn 17, Issue 1, 1998, Pages 75-80

  Drew, Fiona ^a   Ottewill, Roger ^a  

^a SHEFFIELD HALLAM UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84937183337     PISSN: 09571736     EISSN: 17532167     Source Type: Journal    
DOI: 10.1080/09571739885200131     Document Type: Note

References (10)

1. Dickinson, L. (1992). Learner training for language learning (Dublin).
2. Esch, E. (1994). Learner support: interacting with learners. Esch. Self Access and the Adult Language Learner, pp. 50-54.
3. Esch, E. (ed.) (1994). Self Access and the Adult Language Learner. London.
4. Ife, A. (1994). From continuing to higher education: open-access learning at Anglia Polytechnic University'. In E. Esch (ed.). Self Access and the Adult Language Learner, pp. 68-72.
5. Jennings, P. and Ottewill, R. (1996). Integrating Open Learning with Face-to-Face Tuition, Open Learning. 11:2, 13-19.
6. Little, D. (ed.) (1989). Self-Access Systems for Language Learning. Dublin.
7. Little, D. (1992). Principles and Definitions. In: Page, B. (ed.). Letting Go, Taking Hold, pp. 69-76.
8. Lonergan, J. (1994). Self-access language centres: implications for managers, teachers and learners. In: Esch, E. (ed.). Self Access and The Adult Language Learner pp. 119-125.
9. McDevitt, B. (1996). The Self-Access Language Learning Centre, University of Abertay Dundee: history of a project. Language Learning Journal No 13, March, 67-69.
10. Page, B. (ed.) (1992) Letting Go. Taking Hold, London.