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@article{2298939,
author = {Šindelářová Skupeňová, Martina},
article_location = {Berlin},
article_number = {1},
doi = {http://dx.doi.org/10.1515/cercles-2023-2018},
keywords = {language advising; learner autonomy; learning management; meta-cognitive skills; self-regulated learning},
language = {eng},
issn = {2191-611X},
journal = {Language Learning in Higher Education},
title = {The story of becoming an autonomous learner: a case study of a student’s learning management},
url = {https://www.degruyter.com/document/doi/10.1515/cercles-2023-2018/html},
volume = {13},
year = {2023}
}
TY - JOUR
ID - 2298939
AU - Šindelářová Skupeňová, Martina
PY - 2023
TI - The story of becoming an autonomous learner: a case study of a student’s learning management
JF - Language Learning in Higher Education
VL - 13
IS - 1
SP - 247-269
EP - 247-269
PB - DE GRUYTER MOUTON
SN - 2191611X
KW - language advising
KW - learner autonomy
KW - learning management
KW - meta-cognitive skills
KW - self-regulated learning
UR - https://www.degruyter.com/document/doi/10.1515/cercles-2023-2018/html
N2 - When asked about the impact of language advising sessions that our students attend, they report various positive effects. These sessions are a crucial part of the English Autonomously course at Masaryk University. As they were introduced to support students in their self-regulated learning, they should primarily foster course attendees’ abilities to manage their learning. This paper is based on research on how one-on-one meetings with an advisor function as a pedagogic tool and investigates whether advising sessions contribute to the development of students’ learning management skills by examining a case study of one student’s experiences. The investigation uses data collected from multiple sources – advising session recordings, a student’s self-assessment, and his reflective texts; a feedback form indicating how students perceive language advising is used for triangulation. Since the materials gained were coded and analysed using qualitative methods, their interpretation should enable a proper insight into his language learning, and thus, create a case study. This case study reveals various types of relationships between advising sessions and the student’s various metacognitive subskills, that is, planning, monitoring, and evaluating learning. The study attempts to portray the student’s ability to manage his learning as a dynamic, inter-rational and context-based phenomenon that is perceived and manifested in multiple ways.
ER -
ŠINDELÁŘOVÁ SKUPEŇOVÁ, Martina. The story of becoming an autonomous learner: a case study of a student’s learning management. \textit{Language Learning in Higher Education}. Berlin: DE GRUYTER MOUTON, 2023, roč.~13, č.~1, s.~247-269. ISSN~2191-611X. Dostupné z: https://dx.doi.org/10.1515/cercles-2023-2018.
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