Detailed Information on Publication Record
2024
Fostering Students’ Self-Directed Language Learning: Approaches to Advising
ŠINDELÁŘOVÁ SKUPEŇOVÁ, Martina and Radim HEROUTBasic information
Original name
Fostering Students’ Self-Directed Language Learning: Approaches to Advising
Authors
Edition
Studies in Self-Access Learning Journal, 2024, 2185-3762
Other information
Language
English
Type of outcome
Článek v odborném periodiku
Country of publisher
Japan
Confidentiality degree
není předmětem státního či obchodního tajemství
References:
Impact factor
Impact factor: 0.800 in 2022
Organization unit
Language Centre
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
Změněno: 1/7/2024 11:59, Mgr. Martina Šindelářová Skupeňová
Abstract
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.