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

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14640%2F24%3A00136350" target="_blank" >RIV/00216224:14640/24:00136350 - isvavai.cz</a>

Výsledek na webu

<a href="https://sisaljournal.org/wp-content/uploads/2024/06/sindelarova-skupenova_herout-1.pdf" target="_blank" >https://sisaljournal.org/wp-content/uploads/2024/06/sindelarova-skupenova_herout-1.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.37237/150206" target="_blank" >10.37237/150206</a>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

60202 - Specific languages

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název periodika

Studies in Self-Access Learning Journal

ISSN

2185-3762

e-ISSN

2185-3762

Svazek periodika

15

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

JP - Japonsko

Počet stran výsledku

17

Strana od-do

213-228

Kód UT WoS článku

001283549700001

EID výsledku v databázi Scopus

2-s2.0-85197779446