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

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. ISSN 2185-3762. Dostupné z: https://dx.doi.org/10.37237/150206.

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

• Originální jazyk: angličtina
• Typ výsledku: Článek v odborném periodiku
• Stát vydavatele: Japonsko
• Utajení: není předmětem státního či obchodního tajemství
• WWW: URL
• Impakt faktor: Impact factor: 0.800 v roce 2022
• Organizační jednotka: Centrum jazykového vzdělávání
• Doi: http://dx.doi.org/10.37237/150206
• 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

Anotace

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.