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.
• Vydání: 57th International IATEFL Conference, 2024.

Další údaje

• Originální 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
• 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

Anotace

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.