2021
Investigating language advising sessions: Is the pedagogical tool working as it should?
ŠINDELÁŘOVÁ SKUPEŇOVÁ, MartinaZákladní údaje
Originální název
Investigating language advising sessions: Is the pedagogical tool working as it should?
Název česky
Zkoumání jazykových poradenských rozhovorů: funguje tento pedagogický nástroj tak, jak by měl?
Vydání
Vienna Autumn School of Methods, 2021
Další údaje
Jazyk
angličtina
Typ výsledku
Prezentace na konferencích
Obor
50301 Education, general; including training, pedagogy, didactics [and education systems]
Stát vydavatele
Rakousko
Utajení
není předmětem státního či obchodního tajemství
Organizační jednotka
Pedagogická fakulta
Klíčová slova česky
jazykové poradenství, učební autonomie, sebeřízené učení, metakognitivní dovednosti, sebehodnocení
Klíčová slova anglicky
language advising, learner autonomy, self-directed learning, metacognitive skills, self-assessment
Příznaky
Mezinárodní význam
Změněno: 2. 2. 2022 10:23, Mgr. Martina Šindelářová Skupeňová
Anotace
V originále
The aim of the poster is to shortly introduce my research project, its aims and design, and to discuss the results of a pilot study conducted in spring 2021. The project focuses on language advising as a pedagogical tool supporting learner autonomy in the context of a specific course taught at Masaryk University. The objective of the research project is to examine whether the advising sessions that constitute a crucial part of the course structure provide students with individualized support and help them to regulate, i.e. plan, monitor and evaluate their language learning process. The interaction between students and their advisor is investigated as well as its impact on students´ ability to self-regulate their learning. During the pilot study, data collection methods and some research instruments that had been suggested based on literature review and previous studies were tested. As the pilot data varied in both amount and quality, data collection methods, sampling and selecting cases for further analysis were re-considered. However, the pilot data collection confirmed that the variety of self-assessment tools offered to students at the beginning and at the end of the course allows the researcher to collect sufficient data for evaluation of students´ autonomy. Furthermore, the set of Tassinari´s macrodescriptors applied in the pilot study to evaluate students´ texts and materials resulted in creating a functional coding scheme that allows conducting content analysis of the whole data set.
Návaznosti
| MUNI/A/0925/2019, interní kód MU |
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