Detailed Information on Publication Record

ŠINDELÁŘOVÁ SKUPEŇOVÁ, Martina and Radim HEROUT. Fostering Students’ Self-Directed Language Learning: Approaches to Advising. Studies in Self-Access Learning Journal. 2024, vol. 15, No 2, p. 213-228. ISSN 2185-3762. Available from: https://dx.doi.org/10.37237/150206.

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Basic information
Original name	Fostering Students’ Self-Directed Language Learning: Approaches to Advising
Authors	ŠINDELÁŘOVÁ SKUPEŇOVÁ, Martina and Radim HEROUT.
Edition	Studies in Self-Access Learning Journal, 2024, 2185-3762.

Other information
Original language	English
Type of outcome	Article in a journal
Country of publisher	Japan
Confidentiality degree	is not subject to a state or trade secret
WWW	URL
Impact factor	Impact factor: 0.800 in 2022
Organization unit	Language Centre
Doi	http://dx.doi.org/10.37237/150206
Keywords (in Czech)	jazykové poradenství, sebeřízené učení, učební autonomie, jazyk poradenství, výběr učebních metod
Keywords in English	advising in language learning, self-directed learning, self-regulating learning, learner autonomy, language of advising, choosing learning methods
Tags	International impact, Reviewed
Changed by	Changed by: Mgr. Martina Šindelářová Skupeňová, učo 13766. Changed: 1/7/2024 11:59.

Abstract
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.

Abstract

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.