Fostering Students’ Self-Directed Language  Learning:
Approaches to Advising

J 2024

Fostering Students’ Self-Directed Language Learning: Approaches to Advising

ŠINDELÁŘOVÁ SKUPEŇOVÁ, Martina a Radim HEROUT

Základní údaje

Originální název

Fostering Students’ Self-Directed Language Learning: Approaches to Advising

Autoři

ŠINDELÁŘOVÁ SKUPEŇOVÁ, Martina a Radim HEROUT

Vydání

Studies in Self-Access Learning Journal, 2024, 2185-3762

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

60202 Specific languages

Stát vydavatele

Japonsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 0.300

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14640/24:00136350

Organizační jednotka

Centrum jazykového vzdělávání

Klíčová slova česky

jazykové poradenství; sebeřízené učení; učební autonomie; jazyk poradenství; výběr učebních metod

Klíčová slova anglicky

advising in language learning; self-directed learning; self-regulating learning; learner autonomy; language of advising; choosing learning methods

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 4. 4. 2025 18:58, PaedDr. Marta Holasová, Ph.D.

Anotace

V originále

This paper describes and discusses how two formats of advising in language learning offered at the Masaryk University Language Centre attempt to respond to students’ needs in self-regulating their learning. The focus is on comparing the advising sessions incorporated into an elective L2 course aiming at learner autonomy development and the sessions offered in obligatory L3 courses. A small study was conducted in both settings, identifying differences between students’ previous experiences, skills and expectations. Furthermore, two cases of individual advisees were analysed to gain a deeper insight into how similar students are supported by the different advising formats and available choices about their language learning. The case studies briefly portray how advising sessions navigate students in choosing their learning materials or methods. The aim of the paper is to illustrate that allowing students to make decisions about their language learning fosters their self-regulated learning.

Citovat

ŠINDELÁŘOVÁ SKUPEŇOVÁ, Martina a Radim HEROUT. Fostering Students’ Self-Directed Language Learning: Approaches to Advising. Studies in Self-Access Learning Journal. 2024, roč. 15, č. 2, s. 213-228, 17 s. ISSN 2185-3762. Dostupné z: https://doi.org/10.37237/150206.

@article{2415938,
   author = {Šindelářová Skupeňová, Martina and Herout, Radim},
   article_number = {2},
   doi = {https://doi.org/10.37237/150206},
   keywords = {advising in language learning; self-directed learning; self-regulating learning; learner autonomy; language of advising; choosing learning methods},
   language = {eng},
   issn = {2185-3762},
   journal = {Studies in Self-Access Learning Journal},
   title = {Fostering Students’ Self-Directed Language Learning: Approaches to Advising},
   url = {https://sisaljournal.org/wp-content/uploads/2024/06/sindelarova-skupenova_herout-1.pdf},
   volume = {15},
   year = {2024}
}

TY  - JOUR
ID  - 2415938
AU  - Šindelářová Skupeňová, Martina - Herout, Radim
PY  - 2024
TI  - Fostering Students’ Self-Directed Language Learning: Approaches to Advising
JF  - Studies in Self-Access Learning Journal
VL  - 15
IS  - 2
SP  - 213-228
EP  - 213-228
SN  - 21853762
KW  - advising in language learning
KW  - self-directed learning
KW  - self-regulating learning
KW  - learner autonomy
KW  - language of advising
KW  - choosing learning methods
UR  - https://sisaljournal.org/wp-content/uploads/2024/06/sindelarova-skupenova_herout-1.pdf
N2  - This paper describes and discusses how two formats of advising in language learning offered at the Masaryk University Language Centre attempt to respond to students’ needs in self-regulating their learning. The focus is on comparing the advising sessions incorporated into an elective L2 course aiming at learner autonomy development and the sessions offered in obligatory L3 courses. A small study was conducted in both settings, identifying differences between students’ previous experiences, skills and expectations. Furthermore, two cases of individual advisees were analysed to gain a deeper insight into how similar students are supported by the different advising formats and available choices about their language learning. The case studies briefly portray how advising sessions navigate students in choosing their learning materials or methods. The aim of the paper is to illustrate that allowing students to make decisions about their language learning fosters their self-regulated learning.
ER  -

ŠINDELÁŘOVÁ SKUPEŇOVÁ, Martina a Radim HEROUT. Fostering Students’ Self-Directed Language Learning: Approaches to Advising. \textit{Studies in Self-Access Learning Journal}. 2024, roč.~15, č.~2, s.~213-228, 17 s. ISSN~2185-3762. Dostupné z: https://doi.org/10.37237/150206.

Přehled o publikaci