Effectiveness of self-access learning in improving students grammer

This paper proposed the use of self-access learning in learning grammar in the self-access centre with the assistance of the computer-assisted language learning and teachers as facilitators. The self-access learning was chosen for this study because it offers a learning environment where learners could be actively involved in the learning process. It also allows learners to make their own learning decisions regarding what to learn, which materials to work on, and when to learn. The pupils' performances and the aspect of grammar were assessed through pre-tests, post-tests and the final marks after the sessions. The study showed that pupils who learnt grammar using self-access learning showed significant improvement through post-test scores. The significant achievement of the pupils was contributed by the assistance of the self-access learning tool (Hot Potatoes software) through computer-assisted language learning. The study also showed that all aspects of grammar could be improved by self-access learning tool. In ensuring that the computer-assisted language learning and self-access learning are efficient, educators must be well-prepared with computer skills and allow the learners to self-access information. The study recommended that self-access learning and computer-assisted language learning be used for enhancing the grammar accuracy among learners.