Language advising case studies: does one size fit all? in the Forum on academic language support for students in higher education

ŠINDELÁŘOVÁ SKUPEŇOVÁ, Martina. Language advising case studies: does one size fit all? in the Forum on academic language support for students in higher education. In 57th International IATEFL Conference. 2024.

Základní údaje

Originální název

Language advising case studies: does one size fit all? in the Forum on academic language support for students in higher education

Autoři

ŠINDELÁŘOVÁ SKUPEŇOVÁ, Martina ORCID

Vydání

57th International IATEFL Conference, 2024

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Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50300 5.3 Education

Stát vydavatele

Velká Británie a Severní Irsko

Utajení

není předmětem státního či obchodního tajemství

Označené pro přenos do RIV

Ne

Organizační jednotka

Centrum jazykového vzdělávání

Klíčová slova česky

učební autonomie, jazykové poradenství; případové studie, individualizace

Klíčová slova anglicky

learner autonomy; language advising; case studies; individualization

Příznaky

Mezinárodní význam

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Anotace

V originále

Language advising was first introduced at Masaryk University Language Centre within the English Autonomously course (EA) in 2014. Since the team of language advisors wished to improve and develop their practice, they also engaged in research activities focusing on learner autonomy support. One of these research activities is my Ph.D. project leading to a qualitative multiple case study on how advising sessions and other course elements contribute to students´ learner autonomy which is understood as a dynamic complex system. The talk will shortly introduce the case studies data that was collected from EA advising sessions recordings, students´ self-assessment materials and their learning diaries. The data analysis procedures applying Tassinari´s descriptors of learner autonomy will be briefly explained too. Founded on the analysis, the main focus of the talk is to share insights into how diverse types of students can be supported by a series of advising sessions. The varying procedures and tools used by the advisors to guide the individual students will be compared and evaluated. The need to support students in self-regulating their language learning has been recognised in other courses and languages at our university. Therefore, one of the aims of the study is to identify principles and instruments that can navigate language advisors across languages and proficiency levels and establish a shared, well-functioning advising culture at our (or any other) language centre.