Self-Access Centers in EFL Placement Test Preparation Classes

Abstract

[EN] The purpose of this study is to determine the effects of a self-access center in students’ exam preparation skills acquisition and students’ test grades. It will examine students’ test self-regulation strategies in a self-access center designed and implemented in Moodle to provide EFL learners with a repository of organized and categorized resources ranging from A1 to B2 to maximize students’ exam results. Students’ strategies include planning, time management, goal setting and exam strategies monitored and surveyed during the class designed for native Spanish speakers learning English as a foreign language. Students are expected to use these strategies while they take a placement test preparation class in a four-month cycle. This type of class is a reinforcement course planned for students that have not reached a B2 English level in a placement test at the end of a four-level English Program in 480 hours and therefore, they need to improve language use, communication skills and exam strategies to finally reach B2. In this type of class, students complete 120 hours in face-to-face classes, and they are additionally required to complete 120 self-study hours distributed in activities in the course platform and in Moodle where they can access the Moodle placement test preparation course activities and the self-study access center resources. The study used qualitative and quantitative action research methodology. Data sources included students’ learning logs and students’ initial and final placement tests grades. Findings indicate students used the self-access center learning areas to access English learning resources, practice the language and develop exam preparation skills.