CAES9820 - 1920 - Sem2 - Course Booklet - SALL - STUDENT

Self-access Language
[CAES9820 ACADEMIC ENGLISH FOR SCIENCE STUDENTS] Learning (SALL)
The University of Hong Kong
CAES9820
Academic English for Science Students
Course Booklet for the Self-access

Language Learning (SALL) Component
© Centre for Applied English Studies

6/F, Run Run Shaw Tower, Centennial Campus
The University of Hong Kong
Pokfulam
Hong Kong
Tel: 3917 2004
http://caes.hku.hk
The copyright for these materials is owned by the Centre for Applied English
Studies at the University of Hong Kong. These materials may not be
reproduced without permission.
CAES9820 Course Booklet for the SALL Component 1

Table of Contents
Unit 1 Introduction to Self-access Language Learning (SALL) ........... 3
Unit 2 SALL Goals Plan .................................................................... 6
Unit 3 Sustaining Motivation in SALL ............................................ 16
Unit 4 Reflective Skills in SALL ...................................................... 22
Unit 5 Preparation for the SALL Oral Reflection Assessment ......... 26

Unit 1 Introduction to Self-access Language Learning (SALL)
Learning Outcomes
By the end of this unit, you should be able to:
• understand the value of SALL

• understand what you need to do for the SALL component of the course
• look at what resources are available to help you with SALL on campus
• reflect more effectively on previous learning experiences
Task 1: Getting to Know about SALL

Get a partner or work in a group and discuss these questions for a few minutes.
1. What do you know about the SALL component of the CAES 9820 course?
2. In what ways is SALL different from other in- and out-of-class work?
3. What do the tasks for SALL aim to develop and encourage?
4. In what ways can SALL help you both academically and professionally?
5. Does being an autonomous and independent learner mean you must only work on
your own?
6. What is the purpose of the SALL Support Pack? Are you required to read the whole
SALL Support Pack from beginning to end? Is it the only resource you should use for
SALL?
Now read pages 3, 4, 5 and 6 of the SALL Support Pack and make notes under the question
prompts above.

Course Study Load/Contact Hours

According to the HKU policy, the course study load/contact hours for a 6-credit course
should be 120. In this course, the 120 hours include:
Course teaching & learning Approx. number of hours % of total study load
activities
Seminars 36 hours 30%
Independent learning work 84 hours 70%

- 15 hours for SALL
- 69 hours for
preparation for
assessments
SALL is NOT extra work. We are giving you 15 hours to spend on what you think will be
most interesting or useful for your learning.
Task 2: The SALL Learner Profile

The first thing you will need to do for SALL is to write a short Learner Profile of yourself as a
learner of English (or another language if you are a native speaker of English).
Discuss the following questions with a partner:
1. What are the purposes of writing a Learner Profile?
2. Overall, has your experience of learning English (and or another language) so far
been a positive or negative one? Why?

Task 3: Complete and Share Learner Profiles

Step 1: Complete the learner profile which can be downloaded from the course moodle
Step 2: Share your learner profile

• Your lecturer will assign you a partner.
• Greet your partner and find out his/her name.
• Read your partner’s Learner Profile (learner type, motivation, learning purposes and
UU UU
learning needs, learner history).

• Now discuss your Learner Profiles together.
o Comment on how similar or different you are in terms of learner type,
motivation, learning purposes and learning needs.
o Then make some comments or ask questions about your partner’s Learner
History. Look not only for similarities but also striking and interesting
differences.

Unit 2 SALL Goals Plan
Learning Outcomes
• begin to decide what SALL goals you are going to work on during the course
• identify strengths and weaknesses in your Learning Goals Plan using the SMART
criteria
• get feedback on your Learning Goals Plan
Task 1: Assess and Comment on Sample Learning Goals Plans

UU Step 1:
• Read Section 2.1 Setting SMART learning goals of the SALL Support Pack
UU Step 2:
• In your group, read the SALL Goals plan by three different students. Discuss what you
think of each part of the learning plan and in note form fill in the table below for
each part of the plan. Finally, make an overall judgment of each plan (good / okay /
poor).
(a) Bernie (b) Joey (c) Che

Learning Goal
Rationale
Materials &
Methods

Anticipated
outcome or
progress
Estimated
Time
Other
comments
Overall Good / Okay / Poor Good / Okay / Poor Good / Okay / Poor

Learning Plan (a)
CAES 9820 LEARNING GOALS PLAN

FULL NAME: Wong Lai Pak CLASS: CAES 9820
ENGLISH NAME: Bernie GROUP: X5
STUDENT NO.: 20130xxxxxx DAY(S) OF LESSON(S): Mon / Thurs

EMAIL ADDRESS: berniewernie@hku.hk
GOAL 1
Purpose
UU
Highlight which purpose your learning goal will relate to.

Academic Professional Everyday Creative
General Skills Area:
UU
Highlight which general skills area(s) your goal relates to.

Listening Speaking Reading Writing
Grammar Vocabulary Exams / Assessments
Specific goal:
UU
To improve my performance in the speaking part of the IELTS exam.

Rationale (In terms of one or more of the following: purpose, language needs, learner style,
UU
motivation):
I intend to study abroad once I finish my degree and I will need to score at least 7 in the IELTS
speaking test in order to get into the university of my choice.
Possible materials (i.e. resources) and methods (i.e. activities, strategies, techniques). Refer to
UU
sections 3.1 and 3.2 of the SALL Support Pack for ideas.
• One-to-one chat with student tutor (CAES Advisory Zone on their Peer English Tutoring
Programme.
• I will book an appointment for several one to one chats with a student tutor through Advisory
Zone website and will ask the tutor to help me practice for the speaking part of the IELTS
exam.
Anticipated outcome or progress (See sections 2.1 and 2.3 of the SALL Support Pack on making goals
UU
measurable and achievable):

• I expect to be able to score above my last score for the speaking part of the IELTS exam (5.5)
and aim to get a 7.
• After several practice sessions with the student tutor, I will ask him or her to use the IELTS
band descriptor (public version available online) and give me a score. I will then ask another
tutor to score me again using the same descriptor and see if they agree with that score.
• I will also record myself at the beginning of the SALL and at the end and score myself using
the IELTS band descriptor.
UU Estimated Time Needed: 5 hours

Learning Plan (b)

FULL NAME: Chan Wei Pang CLASS: CAES 9820
ENGLISH NAME: Joey GROUP: Z2
STUDENT NO.: 20130xxxxxx DAY(S) OF LESSON(S): Tues/Fri

EMAIL ADDRESS: funnyjoey45@hku.hk
GOAL 2
Purpose
UU


UU

Specific goal:
UU
To increase my range of passive vocabulary about geochemistry to help me with readings and
lectures in my Geochemistry elective course
Rationale (In terms of one or more of the following: purpose, language needs, learner style
UU
motivation):
My major is Geology and I have found some of the texts and lectures for my elective geochemistry
course very challenging. This is due to the large amount of unfamiliar terms. I spoke to my CUE
English teacher last year about vocabulary and she told me about active and passive vocabulary. She
said that when we learn vocabulary in university, we often only need to recognize and understand
certain words for listening and reading (i.e. passive vocabulary). Since I will rarely use many of these
terms in my spoken and written assessments, I only need to focus on learning the vocabulary
passively.
Possible materials (i.e. resources) and methods (i.e. activities, strategies, techniques). Refer to
UU
sections 3.1 and 3.2 of the SALL Support Pack for ideas.
• Core reading texts and journal articles from my geochemistry course (e.g. selected readings
from Applied Geochemistry Journal)
• Online geology dictionary at: http://geology.com/dictionary/glossary-b.shtml
UU UU
• Wikipedia / Google
• Google docs
• Flashcard Machine App at:
UUhttps://play.google.com/store/apps/details?id=com.flashcardmachine.app UU
- Two of my classmates are also taking this geochemistry course, and so we will work together on this
same goal. I am also a communicative learner and from my learner history I have realised that I
prefer learning with other people rather than just by myself.
- Using the online Geology dictionary, Google and Wikipedia for definitions, we will write a glossary
on Google docs for each article or reading that we do. We can then update the glossary on our
smartphones anytime, anywhere. We will also look out for word roots that may help in the meaning

of other words (e.g. tuff and tuff aceous).

UU UU UU UU
- As we are all visual learners, we will then turn these glossaries and word roots into a set of flash
cards on the Flashcard Machine app so that we can memorize the words quickly.
Anticipated outcome or progress (See sections 2.1 and 2.3 of the SALL Support Pack on making goals
UU
measurable and achievable):

• I believe that after a few SALL sessions following this goal plan above I will be better able to
understand more vocabulary in my readings and lectures on geochemistry and recognize the
terms I have memorized in other lectures and readings.
• We aim to record and successfully memorize about 60 terms / word roots. We will test and
score each other using the flash card app.
• We will test and score each other orally by reading out the definition and scoring the other
person for saying the correct term or saying the term and giving an accurate oral definition.
• We will also make gapfills by copying sentences from the original readings (or other readings
where I find the same term) and blanking out the word. We will test and score each other by
completing each other’s gapfills. Again, I will score myself on how many gapfills I can answer
correctly.
Estimated Time Needed: 6 to 8 hours
UU

Learning Plan (c)

FULL NAME: Ernesto Fidel Guevara CLASS: CAES 9820
ENGLISH NAME: Che GROUP: Not sure
STUDENT NO.: 20130xxxxxx DAY(S) OF LESSON(S):

EMAIL ADDRESS:
GOAL 1
Purpose
UU


UU

SS
Specific goal:
UU
To improve my listening skills and to be able to listen and hear things more clearly and
understand what is said especially for my studies
Rationale (In terms of one or more of the following: purpose, language needs, learner style
UU
motivation):
• At university I have to do a lot of listening. For example, I need to attend lectures and
speak to my classmates. Some of my classmates are from America so I have to speak
to them in English and they use a lot of slang that I don’t understand. I also think
some of my lecturers are boring and they don’t make the topics very interesting. It
would be better if they made their lectures more visual and then we would be more
interested. If we were more interested then we might listen more and that would
improve our grades.
• Listening is a very import skill and if I cannot listen then I will not get the information
I need and so I will not really understand what I am studying. If everyone listens
better then we can solve many of the world’s problems. As the English saying goes:
listen and learn. I totally agree with the meaning of this saying. I also think that
practice makes perfect so the more practice I get then the more perfect my English
will be.
Possible materials (i.e. resources) and methods (i.e. activities, strategies, techniques). Refer
UU
to sections 3.1 and 3.2 of the SALL Support Pack for ideas.
• Movies in the CAES Advisory Zone, Learning Commons
• YouTube clips
• Online English TV games
• Online dictionary of slang “Urban Dictionary” at:

UU http://www.urbandictionary.com/popular.php?character=A UU
• Chatting to friends
- I will watch a lot of movies which have a lot of slang and look up the meaning of the slang
words in the urban dictionary. I will memorize the slang words so I can remember them more
easily.
- I will watch YouTube clips and write down all the ideas in the clips. This will help me
understand what they are saying.
- Me and my classmates will play online games and we will use the English mode of play.
When we are talking to each other in the game we will use the slang we learned from the
movies.
- I will chat to my non-Chinese friend and say all the slang that I can remember.
Anticipated outcome or progress (See sections 2.1 and 2.3 of the SALL Support Pack on
UU
making goals measurable and achievable):

• I think I will be able to understand everything after I have finished this SALL
component of the course and I will get higher grades in all my classes.
• I will measure my progress by asking my friends if they think my listening skills are
better.
• I will also do some IELTS listening practice exams and note the score.
• With my English-speaking friends I will listen more carefully and compare how much
more I can understand than I did before.
Estimated Time Needed: A couple of days
UU

Task 2: Start Working on your Learning Goals Plan

Start to complete your learning plan. If you have any questions, you should ask your lecturer
for assistance or refer to the relevant sections in the SALL Support Pack. The Word
Document of the Learning Goals Plan can be found on the Moodle site.

FULL NAME: CLASS: CAES 9820
ENGLISH NAME: GROUP:
STUDENT NO.: DAY(S) OF LESSON(S):

EMAIL ADDRESS:
GOAL 1
Purpose
UU

UU


Specific goal:
UU
UU
motivation):
UU
UU
UU Estimated Time Needed:

GOAL 2 (Optional)
Purpose
UU

UU


Specific goal:
UU
UU
motivation):
UU
UU
UU Estimated Time Needed:

Task 3: Feedback on the SALL Learning Goals Plan

Find a partner and comment on each other’s learning goals plan using the following
feedback form:
Feedback on SALL Learning Goals Plan

Guiding Questions Yes/No/Not Comments and Suggestions
sure
1. Do(es) the goal(s) follow the SMART
criteria?
2. Is the reason for choosing the

specific learning goal clearly stated?
3. Are the suggested learning

materials/activities relevant to the
specific learning goal?
4. Are the learning methods

appropriate for the materials
selected?
5. Are the learning materials and

methods appropriate for the
learning style of your partner?
6. Is the estimated time needed for

the goal reasonable and realistic?
Any other comments on their plan?
After getting feedback from your partner, refine your SALL learning goals plan. Please
contact your class teacher if you need any advice.

Unit 3 Sustaining Motivation in SALL
Learning Outcomes
• understand different types of motivation

• use different strategies to deal with procrastination and distraction
• enhance your motivation using visualization techniques
Task 1: Identifying Motivation Types and Key Issues

Step 1:
Read the following passage.
What is motivation?
Motivation is the drive or compulsion to do or not do something. All animals have

motivation, but in humans it is highly complex. Think of a person and yourself not as a single
unified being but rather a collection of competing interests and motivations which need to
be nurtured, managed or restricted.
Why is it important to understand motivation in my learning?
The amount of motivation you have determines how hard and how smart you will work at
something. In short: more motivation equals a higher chance of success and higher levels of
achievement (and this also works the other way round: i.e. higher achievement often leads
to an increase in motivation). Motivation is the rocket fuel that pushes you along. It “adds
oil” as HKUers like to say. That’s the easy part of motivation. The hard part is generating and
sustaining motivation and harnessing your inner drives toward productive and beneficial
ends. As you will know, we are often compelled or drawn to do things we know are not
good for us or even go against our interests. We have one too many cakes, we fiddle on our
smartphones rather than get on with our work, we stay up partying all night and … well, you
get the picture. Fortunately, there are thousands of years of wisdom and a century of
psychological research to draw on to find cures to our motivational ills. The following tasks
and activities are a brief but broad sample of these cures and we hope they will help you
master your motivation and not be a slave to your inner drives. Remember, while these
tasks have been aimed at motivation for learning English, they can easily be adapted and
applied to any aspect of your life where you need to develop your motivation.

Step 2:
With a partner or in a group, can you explain what these terms mean?
• Integrative motivation
• Instrumental motivation
• Intrinsic motivation
• Extrinsic motivation
• Metacognitive skills
• Affective factors
Step 3:
Read Section 1.5 of the SALL Support Pack from pages 27 to 28. Now discuss the following:
1. What is (or are) the main type(s) of motivation you have for learning English
(integrative, instrumental, intrinsic, extrinsic)? What evidence do you have to
support this view?
2. Do you think you put enough planning into your learning (not just English but
also your other learning in general)? What kind of planning do you do?
3. Do you monitor or reflect on your own thinking and learning? How? Have you
ever changed the way you think about/learn something? Why did you change?
What changes did you make?
4. How do you feel about making mistakes? Do you think your progress in English is
slowed because of a fear of making mistakes?
5. What other feelings do you have about learning English? Do these help or hinder
your learning?
6. How do you think you can improve your motivation for learning English?
Remember, no matter what you need to learn, motivation will play a key role in whether
you succeed or fail.

Task 2: Dealing with Procrastination and Distraction

The following quiz and list of tips is based on a meta-study of scientific and psychological
research into motivation and procrastination.
1) Define the term “procrastination”.
True or False.
2) Men tend to procrastinate more than women.
3) Perfectionism is one of main causes of procrastination.
4) People procrastinate less as they get older.
5) Intelligence is a factor in procrastination (i.e. more intelligent people procrastinate less).
6) Procrastination is a recent phenomenon / a modern condition.
7) Procrastination is related to your personality.
8) Being organized and setting goals is an effective means of countering procrastination.
9) The following is an equation for calculating procrastination developed by a group of

psychological researchers. U = Utility. (i.e. How desirable/useful the
activity/action/goal/choice is.) What do you think the other elements E , V and D are?
ExV
U=
┌xD
10) Suggest ways of countering procrastination (1 point per valid suggestion).

Task 3: Enhancing Motivation through Imagining Your Future Self and using
Visualization Techniques
Step 1: Read the passage below and share your thoughts about it with a partner.
Your imagination and your future
It is worth remembering that much in human culture, society and technology began in
someone’s imagination at one point. Even our governments and economies are acts of the
imagination: these were not brought into existence by natural forces but created by human
beings who reform and sustain them – through their imagination. From the American and
Chinese Dreams to your own hopes for the future, the human imagination motivates
nations as well as individuals.
But the imagination does not only provide us the goals which to strive for, it also provides us
a valuable tool for achieving them through visualization. Visualization is a technique where
you can imagine soon-to-be real or possible situations, states or actions in great detail and
can be used for many different purposes. In sport, athletes use visualization to improve their
performance allowing them to play out their strategies and moves in advance of the actual
competition. You can also use visualization to develop your motivation and strategies
toward certain short and long term learning goals whether for learning English or any other
subject or skill (for example, visualizing yourself giving a presentation to help you cope with
nervousness and anticipate problems).
Through imagining your future you can nurture greater motivation toward your short term
and long term goals and through visualization you can increase the confidence you have in
succeeding in a given activity or undertaking.
Step 2:
Imagine a day in your life 10 years from now. Be as ideal as you want, but ensure that it is a
realistic future (Don’t have yourself playing Quidditch on Jupiter or working as the President
of the World Bank!) and one that you are willing to commit the time, effort and sacrifice
required. When thinking about this “ideal self” draw on long held aspirations and hopes that
you have had and/or think of people you admire who live a life you would want to emulate.
Imagine:
• what your job is and what your main duties are;

• what kind of person you are (e.g. more responsible, more skilled at something, key
positive traits like self-discipline, etc.);

• where you are living and working (i.e. not just the city but which part of the city, in
what kind of building)
• what the good things in your life are (e.g. a wonderful wife/husband/partner, a
strong healthy body, adorable children, a fast car, a nice house, an exciting hobby
etc.).
Make this image as detailed as possible in your mind. You can even imagine what you are
wearing and doing at that moment 10 years from now. (If you are feeling artistic you can
draw a picture.)
After five minutes, tell your partner about your ideal future self.
Step 3:
Draw a time line of your life now to your life in 10 years and jot down the main steps and
obstacles you will need to cross and overcome to reach this ideal self and by when these
would need to be achieved. Also include any habits that you think you need to maintain
across this span of time. Again think of those people you admire and/or want to emulate.
How did they reach their goals? What habits did they cultivate? (Later, try asking those
people - if you know them - or read their autobiographies if they’re famous).
NOTE: Keep this timeline. Add to it. Make a new one that is even more detailed. You can
always keep adapting and changing it if necessary. Having plans like these when you are
young has been shown to increase success in later life. Remember the future will happen to
you whether you plan it or not, and as the saying goes: people don’t plan to fail, they fail to
plan.
2019 Finish BSc Physics with Honours.

Start MSc in Australia or US in
e.g. Environmental Engineering. Attain
IELTS score of 7.0 and have good 2027 Buy house in
professional writing. SALL goal on mountains and
2023 Marry?
IELTS writing helps with this. learn skiing.
Start family?
2021 Finish MSc. Start work at 2024 Move to New

Solar Research Inc. or similar Zealand. Start at NZ wing
company. Work on spoken of Solar Research Inc. or
English so easier to live abroad. similar company.
Speak as well as Brian Wong.

HABITS:
-------diet of more fresh vegetables and fruit---------->
-----------practice English 30 mins a day----------------->
2017 -------at least 30 mins of exercise 5 days a week------> 2027
Now consider what you will need to be able to do in terms of your English language skills
and how you imagine your English will fit into your ideal life in the future. Try to imagine
yourself with the ideal level of English language you will need. (TIP: Think of someone you
know who is not a Native Speaker but has good English. Could you be as proficient as them?
Ask them how they did it.). Add these long/short term goals and habits for your English to
your timeline above and underline or highlight them (see examples in bold above.) Think
too about how your SALL goal fits in with these longer term goals for your English language
skills.
Step 4:
Share your timeline with your partner. Ask for further details about each other’s timelines
and point out any problems, flaws or missing steps.
Step 5:
Think about your current SALL learning goal that you are working on. How does it fit with
the plan in your timeline? Is it specifically helping with overcoming an obstacle or achieving
a certain step toward your ideal self? Add this to your time line so you see how your SALL
goal fits in with your longer term goals.
Remember, many of the skills you develop on SALL can be used in other contexts (e.g.
Improving reading strategies in English could be applied to another language) and this may
help you with an obstacle.
Consider what might happen if you fail to achieve your aims for your English. Visualize what
would happen to your Ideal Self. What would you lose from the imaginary life you have
described? Share your thoughts about what failure to reach your ideal self would mean for
you. What kind of life would you have? Consider how this negative image of your future
could be used to stoke your extrinsic motivation and deepen other types of motivation.

Unit 4 Reflective Skills in SALL
Learning Outcomes
• understand the importance of reflection

• keep an optional written reflection on the SALL activities you try
• select methods for assessing your progress
• reflect on your SALL experiences
• know more about useful language learning resources and methods from your peers
• get feedback and suggestions on SALL from your peers and teacher
Task 1: Reflection and Why It Matters

Think about the following questions.
1. What is reflection?
2. Why do you think it is important for your learning and for SALL?
3. What do you think ‘private’ reflection and ‘public’ reflection are?

a. What might the advantages and disadvantages be of each?
Now read Section 5.1 What is reflection and why it matters in the SALL Support Pack.
Compare the information in this section with your answers above. If you have any questions
or comments then please share them with your partner/group mates.

Although it is NOT compulsory on this course to keep a written record, you might find it
useful to keep a private reflection of the activities that you try. You can develop your own
form of private reflection too, either written or spoken. This form below is just one
suggested method.
Reflection on SALL
Date/time: Where I worked:
⚫ Put the length of time / ⚫ Be specific here because where you study can have a
duration of the activity as well. big impact on your learning and certain resources and
⚫ Noting the time is useful activities may be more or less suited to that place.
because you may find you work
more effectively at certain times of
the day or night.
Learning Goal:
⚫ Put the Specific Learning Goal that you were working toward in this session.
What I used:
⚫ Note or describe what resource you used. Make sure that there is enough information so
that you can find or recreate that resource / activity again.
- For books and/or readings, give the title, year and author
- For films and other audio-visual materials give the title and year
- For online materials give the title, the website and note the URL
What I did with it & why (Description & Rationale):
• Describe what you did and the method that you applied.
• Outline the procedure you followed for the activity, pathway, strategy or technique.
• Give clear reasons for your choice of materials and methods.
Reflection
⚫ Note down answers to any of the following questions or add further comments of your own.
Look again at the Task: Practice Reflection in Section 1.1 Learner History above for other
points to reflect on.
STAGE 1 (Description – see What I used and What I did with & why above):
- Did you learn anything? What?
STAGE 2 (Thoughts and feelings):
- Did you enjoy it or find it motivating? Why? / Why not? What other feelings or thoughts did
you have?
STAGE 3 (Evaluation):
- Was the material and/or method worth the time you spent? Why? / Why not
- How does this material and/or method compare with other ones that you have tried for this
learning goal?
- Did it help you toward your learning goal? How effective was it?
STAGE 4 (Analysis):
- What do other people who have tried this material / method think? Do you agree with their
views? Why? / Why not?
- Did the time and place of your learning affect the way / how much you learned? How do you
know?
STAGE 5 (Improvements):
- Could you make the experience/learning better? How?

STAGE 6 (Future Plan):

- Would you use this material and/or method again? Why / Why not?
- What materials and/or methods will you use next time?
OTHER COMMENTS:
Task 2: Selecting Methods of Measuring Your Progress

Step 1: Thinking about measuring your progress
1. Why is it important to monitor your progress with your learning goals for SALL?
2. Will it always be possible to measure your progress with a high degree of accuracy?
3. Does the SALL Support Pack provide every method of measuring progress that exists?
Now read the first two paragraphs on page 70 in the SALL Support Pack section 4.1
Monitoring your progress.
Step 2: Choosing methods to monitor your progress
• Have a look at the box called Methods for Measuring Progress of any Ability on page
70 of the SALL Support Pack. In addition, find your Goal or Goals on pages 71 – 75 of
the SALL Support Pack. From these suggestions choose one or two methods that you
will use to assess your progress with your learning goal(s). You can also think of other
methods or adapt those suggested in section 4.1.

Task 3: Small Group Sharing of SALL Experiences

Speak for 3 minutes to share your SALL experience with 3-4 other students. Please cover the
following in your sharing:
- recommend one SALL material/resource e.g. a book, website that you have used for
SALL to your groupmates
- explain how you used the material/resource and why it is good
- explain whether it helped you achieve your SALL goal(s)
- report any problems that you have encountered in the SALL process
You are encouraged to ask your classmates questions about the SALL material/resource
recommended by them. You can also ask your teacher any questions about SALL.

Unit 5 Preparation for the SALL Oral Reflection Assessment
Learning Outcomes
• assess your own progress with your SALL learning goal(s).

• give your SALL Oral Reflection.
Task 1: Preparing to Give a SALL Oral Reflection

In Week 10 or 11, you will need to give a SALL Oral Reflection in 8 minutes. In the oral
reflection, please include the following:
SALL Oral Reflection (8 minutes)

(i) Assess your SALL learning goal(s)
(ii) Describe and evaluate the materials and methods used
for SALL (2 materials & methods)
(iii) Explain the insights gained from the SALL experiences
e.g. understanding of self as a learner (learning style,
motivation, etc.), understanding of language learning
approaches, changes in language learning behavior,
attitude, confidence and motivation
(iv) Propose a future language learning plan with reference
to your SALL experience in the course
Note: You are expected to show evidence in different parts of the Oral Reflection (wherever
necessary) to support your evaluation and analysis. See the list of types of evidence you can
use in Section 5.2 Preparing for your SALL Oral Reflection.
Read Section 5.2 Preparing for your SALL Oral Reflection in the SALL Support Pack. Make
notes for some of the questions from each stage of reflection for sections (i), (ii), (iii) and (iv)
under the headings below. Choose the questions which you believe help you to show the
most insight into your learning and yourself as a learner.
(i) Assessment of your learning goal(s)

(ii) Evaluation of the materials and methods you tried
(iii) Insights gained from the SALL experiences
(iv) Future language learning plan
Task 2: Rehearsal of SALL Oral Reflection
Step 1 (5 minutes)
Spend 5 minutes reading through the SALL Oral Reflection Assessment Rubric and the SALL
Oral Reflection Marker’s Form in the pages below and in the CAES9820 Assessment Guide
(pages 29-31). Ask questions if you are uncertain of anything.
Step 2 for Student A and Student B (8 minutes)
Student A: Using the notes from Task 1, give your SALL Oral Reflection as if it was the real
one. If you have the evidence with you in class, then show this evidence. You only have 8
minutes so make sure you choose carefully what to reflect on.
Student B: When you are listening to your partner give his/her SALL Oral Reflection, you are
allowed to interrupt and ask questions if:
• you feel you don’t understand something

• you need more explanation and evidence

• you have a good suggestion that might help your partner
Step 3 for Student B (2.5 minutes)
After your partner has finished giving his/her SALL Oral Reflection tell your partner how well
they did in each of the following aspects below:
• Evaluated and discussed progress with his/her learning goals so far

• Explained and evaluated the materials and methods used
• Evaluated his/her learning approach and him/herself as a learner
• Suggested changes he/she may make to improve his/her SALL learning in the future
• Used evidence to support his/her points
• Overall clarity of what they said
Use the SALL Oral Reflection marker’s form and assessment rubric below to grade each
other’s performance.
Step 4: (10.5 minutes)
Reverse roles and repeat steps 2 and 3 above.

Assessment Rubric: The SALL Oral Reflection (20%)

Grade Descriptions
• Evaluates yourself as a learner and your approach to language learning in different aspects and
A from differing perspectives
• Makes strong connections between various aspects of your learning experience to produce
(Highly new insights
reflective) • Describes, analyses and evaluates at least two different learning methods and materials clearly
and thoughtfully with reference to relevant examples, evidence and multiple rationales.
(A-/A/A+) Overall, the evaluation is highly convincing and persuasive.
• Justifies any changes made to your learning behavior/approaches convincingly with reference
to your analysis of self and language learning approach
• Proposes a focused future action plan and shows a strong link to the insights gained from this
SALL experience
• Expresses yourself in an extremely clear, concise and appropriate manner
• Evaluates yourself as a learner and your approach to language learning in some aspects and
B from a few perspectives
• Makes some connections between various aspects of your learning experience to produce new
(Partially insights
reflective) • Describes and evaluates at least two different language learning methods and materials with
reference to relevant examples, evidence and rationales. However, more analysis and
(B-/B/B+) evaluation needed.
• Justifies any changes made to your learning behavior/approaches, but more details needed
• Proposes a reasonably clear future action plan and shows some link to the insights gained from
this SALL experience. However, the plan could have been more focused.
• Expresses yourself in a clear and appropriate manner
• Evaluates yourself as a learner and your approach to language learning, but limited to one or
C two aspects and perspectives
• Limited attempts to make connections between various aspects of your learning experience.
(More Limited insights discussed.
descriptive • Describes and evaluates at least two different kinds of language learning methods and
than materials but the evaluation is rather vague and general. Lack of examples and evidence in
evaluative) some places.
• Describes the changes made to your learning behavior/approaches, but more justifications
(C-/C/C+) needed
• Proposes a future action plan which is too general and shows limited link to the insights gained
from this SALL experience
• Expresses yourself in an appropriate manner but ideas could have been more organised
• Evaluates yourself as a learner and your approach to language learning superficially.
D • Makes no connections between different aspects of your learning experience. Insights
produced not evident.
(Minimal • Describes and evaluates only one language learning method and material, and evaluation is
reflection) minimal. Limited learning evidence shown.
• Discusses any changes made to your learning behavior/approaches superficially. Your
(D-/D/D+) reflection is entirely backward looking, with no indication of how this SALL experience might
influence your plans for future action.
• Do not express yourself in a clear and appropriate manner in a number of places
• Description and evaluation of your SALL experience is unclear, unfocused, vague and sloppy.
Fail Limited or NO learning evidence shown.
• No future language learning plan proposed
(Not • Reflection is disorganised and difficult to follow.
reflective at
all)

NOTES:
• “different aspects” includes some (but certainly not all) of the following (see relevant
sections of SALL Support Pack for further details):
o assumptions o independent learning skills
o beliefs o learning plans/goals
o changes/alternatives (of o learning style/history
anything in this list) o overcoming problems
o cognitive/metacognitive skills o progress / levels of success & failure (with
o emotions goals/learning)
o future plans / scenarios o reflective practices
o other
• “methods and materials” – see suggestions in Sections 3.1 and 3.2 of the SALL Support Pack.
Ensure that the materials you compare are of different kinds. (e.g. Do NOT compare two
different gap-fills for the same grammar point; instead, compare a gap fill exercise with a
sentence writing activity or an oral activity for practicing grammar.)
• “differing perspectives” includes any of the following: views of yourself and others (e.g.
lecturers, classmates, friends - positive, negative and neutral), conflicting views (of self and
others), self-detached, subjective and objective viewpoints
• “rationales” can be based on any of the following: effectiveness (i.e. levels success & failure),
enjoyment, interest, learner style, motivation, progress (with goals and/or learning),
relevance (to goals), usefulness, suitability
• “evidence” can include any of the following: actual or copies of materials used (including soft
copies, screenshots and online resources), completed or uncompleted work, comments and
reports by others (written or spoken), notes, self-reporting (written or spoken), audio or
video recordings
• “convincing and persuasive” means that enough detail in terms of evidence and description
is given to show that what was described had actually been carried out and there were clear
reasons for doing it in the way it was done
• “an appropriate manner” = (self-) critical, honest, logical, reflective, reflexive, subjective and
objective, use of Socratic self-questioning
• “express yourself clearly” = language that is generally fluent and does not place a strain on
the listener

CAES9820 SALL ORAL REFLECTION: MARKER’S FORM

NAME: UID: SUBGROUP: ✓ Yes
 No
? Partially
Thoughtful analysis and evaluation of at least two different learning
methods and materials with reference to relevant examples, evidence and
multiple rationales
Critical evaluation of self as a learner and approach to language learning
in different aspects and from differing perspectives
Clear and focused plans for future action with a strong link to insights
gained from the SALL experience
Clear and appropriate expression of ideas
COMMENTS:
GRADE:

CAES9820 - 1920 - Sem2 - Course Booklet - SALL - STUDENT

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CAES9820 - 1920 - Sem2 - Course Booklet - SALL - STUDENT

Uploaded by

Copyright:

Available Formats

Self-access Language

[CAES9820 ACADEMIC ENGLISH FOR SCIENCE STUDENTS] Learning (SALL)

The University of Hong Kong

Course Booklet for the Self-access

© Centre for Applied English Studies

CAES9820 Course Booklet for the SALL Component 1

CAES9820 Course Booklet for the SALL Component 2

Unit 1 Introduction to Self-access Language Learning (SALL)

By the end of this unit, you should be able to:

• understand the value of SALL

Task 1: Getting to Know about SALL

3. What do the tasks for SALL aim to develop and encourage?

CAES9820 Course Booklet for the SALL Component 3

Course Study Load/Contact Hours

Independent learning work 84 hours 70%

Task 2: The SALL Learner Profile

Discuss the following questions with a partner:

1. What are the purposes of writing a Learner Profile?

CAES9820 Course Booklet for the SALL Component 4

Task 3: Complete and Share Learner Profiles

Step 2: Share your learner profile

learning needs, learner history).

CAES9820 Course Booklet for the SALL Component 5

Unit 2 SALL Goals Plan

Task 1: Assess and Comment on Sample Learning Goals Plans

(a) Bernie (b) Joey (c) Che

CAES9820 Course Booklet for the SALL Component 6

CAES9820 Course Booklet for the SALL Component 7

Learning Plan (a)

CAES 9820 LEARNING GOALS PLAN

ENGLISH NAME: Bernie GROUP: X5

STUDENT NO.: 20130xxxxxx DAY(S) OF LESSON(S): Mon / Thurs

Highlight which purpose your learning goal will relate to.

Highlight which general skills area(s) your goal relates to.

To improve my performance in the speaking part of the IELTS exam.

measurable and achievable):

CAES9820 Course Booklet for the SALL Component 8

Learning Plan (b)

CAES 9820 LEARNING GOALS PLAN

ENGLISH NAME: Joey GROUP: Z2

STUDENT NO.: 20130xxxxxx DAY(S) OF LESSON(S): Tues/Fri

Highlight which purpose your learning goal will relate to.

General Skills Area:

Highlight which general skills area(s) your goal relates to.

Grammar Vocabulary Exams / Assessments

CAES9820 Course Booklet for the SALL Component 9

of other words (e.g. tuff and tuff aceous).

measurable and achievable):

CAES9820 Course Booklet for the SALL Component 10

Learning Plan (c)

CAES 9820 LEARNING GOALS PLAN

ENGLISH NAME: Che GROUP: Not sure

STUDENT NO.: 20130xxxxxx DAY(S) OF LESSON(S):

Highlight which purpose your learning goal will relate to.

General Skills Area:

Highlight which general skills area(s) your goal relates to.

Grammar Vocabulary Exams / Assessments

CAES9820 Course Booklet for the SALL Component 11

making goals measurable and achievable):

CAES9820 Course Booklet for the SALL Component 12

Task 2: Start Working on your Learning Goals Plan

CAES 9820 LEARNING GOALS PLAN

ENGLISH NAME: GROUP: