The purpose of this study was to explore collaborative English language learning beyond formal classrooms. On the basis of Vygotsky¡¦s socio-cultural perspective, specific focus was placed on English as Foreign Language (EFL) learners¡¦ collective scaffolding and tension they experienced during the collaboration. The researcher utilized case study to design this research. Participants were eleven EFL learners who were non-English majors in a university and who joined the same English self-access community together. The period of data collection was from middle-March to early-October, 2009, during which the researcher conducted observation, interview, and document collection. Constant comparison method was used at the early stage of data analysis. Further analysis was influenced by the concepts of tension (Kramer, 2004; Montgomery, 1993; Spielmann & Radnofsky, 2001) and collaborative strategies, such as problematizing move (Ming & Law, 2006; Reiser, 2004). Three findings of this study were reported. First, these learners practiced collective scaffolding by co-shaping norms and co-constructing English knowledge. Second, during collective scaffolding, these learners experienced two kinds of tension. One of the tensions was their shared difficulties in developing English knowledge and maintaining English activities. When these learners could not overcome these difficulties, they terminated their English activities, which was negative for their collective scaffolding. The other tension was their conflictive voices deriving from different perceptions of English learning. When these learners were able to show their empathy toward conflictive voices among peers, they were more likely to handle these conflicts to practice collective scaffolding. Although this study centered on how these EFL learners assisted one another¡¦s learning, it also discovered that most EFL learners in this study highlighted the tutor¡¦s role in helping peer collaboration. Discussions of this study are as follows: 1) these learners¡¦ practice of collective scaffolding echoes Wenger¡¦s (1998) community of practice; 2) tension these learners experienced shows the importance of developing regular and predictable learning routines and maintaining the balance between product-orientation and process-orientation for learning; 3) these learners¡¦ concern about peers¡¦ English proficiency reflects their investment in distributing group resources and cultivating English knowledge. This study provides three implications for English learning and teaching. First, it is suggested that English language learners who participate in English self-access communities respect others¡¦ perceptions of English learning, so that peer collaboration for English learning can be enhanced. Second, English language learners are encouraged to cultivate their autonomous and active learning through developing and joining an English self-access community. Third, English teachers or tutors are encouraged to gain understanding about how to assist peer interaction appropriately in order to support collaborative learning. Finally, four directions for further studies are offered: 1) further studies can compare different English self-access communities to offer multiple perspectives on collaborative learning beyond classrooms; 2) further studies can investigate the assistance of tutors to understand the importance of expert scaffolding in peer collaboration; 3) further studies can analyze the role of a leader in different contexts of an English self-access community to examine how the leader can influence and enhance the practice of collective scaffolding; 4) further studies can examine the influences of distinct genders, majors, and media on collective scaffolding.

The Self-Access Study Center (SASC) at Brigham Young University's English Language Center (ELC) is a self-access lab where students can work independently to improve their language skills. Although some students have discovered how to use the SASC effectively, the majority of them appear to be unaware of the resources available in the center. Their trips to the SASC end up becoming more like a cyber cafe situation, where friends send email and chat online. If the SASC is used merely as a computer lab, then students are not using the resources available to fine-tune their English skills. The current project addresses two points. First, in an effort to provide on-going support for students and teachers, a Web site and database were created to provide users with information regarding materials available in the SASC at Brigham Young University's English Language Center. Second, a SASC orientation for both students and teachers at the ELC was implemented in September of 2004. It took place in the SASC and gave students and teachers a brief explanation about how to use the SASC effectively. ELC students later completed a survey as means of gathering feedback regarding the use of the SASC. The survey data showed that the students felt the website was very helpful and that the orientation had a strong influence on how students used the SASC. Analysis of the data showed that students tended to be more autonomous as a result of the SASC orientation. The results from the 2004 survey, with regards to the materials that students reported using, indicate that students used the SASC more for individual use and group work than to fulfill assignments or requirements from their teachers.

In recent years, increasing attention has been placed on providing pronunciation instruction that meets the communicative needs of nonnative speakers (NNSs) of English. Empirical research and pronunciation materials writers suggest that teaching suprasegmentals before segmentals to intermediate and advanced NNSs could be more beneficial in a shorter period of time. However, the majority of the materials available that emphasize suprasegmentals are textbook-based, relying principally on classroom settings and teacher feedback. The purpose of Pronunciation Progress: Stress in American English is to provide NNSs with pronunciation materials for self-access and student-directed learning environments. These materials are designed as a series of computerized modules that focus on one element of suprasegmentals – stress. Pronunciation Progress: Stress in American English is divided into three units: syllable unit, word unit, and sentence unit. Each unit consists of different sections that include explanations of the content, examples, and practice exercises with immediate feedback. Learners can listen to native speakers on the computer and navigate through the content at their own pace, focusing on specific areas that they deem important for their learning. A pilot study was conducted over a three week period to evaluate these materials. Students at Brigham Young University's English Language Center provided written and oral feedback detailing their reactions to the materials. Participants responded to surveys for each of the three units and participated in a focus group that gathered comments regarding the overall usefulness and design of the program. Overall reactions to the program were very positive. In general, participants responded favorably to each of the three units for statements regarding ease of use, level of enjoyment, clarity of directions, newness of knowledge, interest of practice exercises, understanding of examples, and desires to practice outside of the lab. Many of the students said that they enjoyed all of the units, and all but one who participated in the focus group commented that they liked the sentence unit the most. Student comments also implied that participants had a raised awareness of features of stress in American English.