The story of becoming an autonomous learner: a case study of a student’s learning management

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F23%3A00131289" target="_blank" >RIV/00216224:14410/23:00131289 - isvavai.cz</a>

Result on the web

<a href="https://www.degruyter.com/document/doi/10.1515/cercles-2023-2018/html" target="_blank" >https://www.degruyter.com/document/doi/10.1515/cercles-2023-2018/html</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1515/cercles-2023-2018" target="_blank" >10.1515/cercles-2023-2018</a>

Result language

angličtina

Original language name

The story of becoming an autonomous learner: a case study of a student’s learning management

Original language description

When asked about the impact of language advising sessions that our students attend, they report various positive effects. These sessions are a crucial part of the English Autonomously course at Masaryk University. As they were introduced to support students in their self-regulated learning, they should primarily foster course attendees’ abilities to manage their learning. This paper is based on research on how one-on-one meetings with an advisor function as a pedagogic tool and investigates whether advising sessions contribute to the development of students’ learning management skills by examining a case study of one student’s experiences. The investigation uses data collected from multiple sources – advising session recordings, a student’s self-assessment, and his reflective texts; a feedback form indicating how students perceive language advising is used for triangulation. Since the materials gained were coded and analysed using qualitative methods, their interpretation should enable a proper insight into his language learning, and thus, create a case study. This case study reveals various types of relationships between advising sessions and the student’s various metacognitive subskills, that is, planning, monitoring, and evaluating learning. The study attempts to portray the student’s ability to manage his learning as a dynamic, inter-rational and context-based phenomenon that is perceived and manifested in multiple ways.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

—

OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

—

Continuities

S - Specificky vyzkum na vysokych skolach

Publication year

2023

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Language Learning in Higher Education

ISSN

2191-611X

e-ISSN

2191-6128

Volume of the periodical

13

Issue of the periodical within the volume

1

Country of publishing house

DE - GERMANY

Number of pages

23

Pages from-to

247-269

UT code for WoS article

001000644200014

EID of the result in the Scopus database

2-s2.0-85161322157