The story of becoming an autonomous learner: a case study of a
student’s learning management

J 2023

The story of becoming an autonomous learner: a case study of a student’s learning management

ŠINDELÁŘOVÁ SKUPEŇOVÁ, Martina

Základní údaje

Originální název

The story of becoming an autonomous learner: a case study of a student’s learning management

Autoři

ŠINDELÁŘOVÁ SKUPEŇOVÁ, Martina (203 Česká republika, garant, domácí)

Vydání

Language Learning in Higher Education, Berlin, DE GRUYTER MOUTON, 2023, 2191-611X

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Německo

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 0.500 v roce 2022

Kód RIV

RIV/00216224:14410/23:00131289

Organizační jednotka

Pedagogická fakulta

DOI

http://dx.doi.org/10.1515/cercles-2023-2018

UT WoS

001000644200014

Klíčová slova česky

jazykové poradenství, učební autonomie, učební management, metakognitivní dovednosti, samořízené učení

Klíčová slova anglicky

language advising; learner autonomy; learning management; meta-cognitive skills; self-regulated learning

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 23. 1. 2024 15:32, Mgr. Daniela Marcollová

Anotace

V originále

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.

Návaznosti

MUNI/A/1335/2022, interní kód MU

Název: Výzkum v didaktice cizích jazyků

Investor: Masarykova univerzita, Výzkum v didaktice cizích jazyků

Citovat

ŠINDELÁŘOVÁ SKUPEŇOVÁ, Martina. The story of becoming an autonomous learner: a case study of a student’s learning management. 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.

@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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