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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2023

Kód důvěrnosti údajů

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

Název periodika

Language Learning in Higher Education

ISSN

2191-611X

e-ISSN

2191-6128

Svazek periodika

13

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

DE - Spolková republika Německo

Počet stran výsledku

23

Strana od-do

247-269

Kód UT WoS článku

001000644200014

EID výsledku v databázi Scopus

2-s2.0-85161322157