Abstract
Advising in language learning (ALL) can be defined as “the process of helping someone become an effective, aware, and reflective language learner” (Kato & Mynard, 2016, p. 1). In order to promote learner autonomy, a learning advisor conducts an intentionally structured reflective dialogue, the purpose of which is to engage the learner in reflective processes so that the learner can reach a deeper sense of understanding and control of language learning (Carson & Mynard, 2012; Kato & Mynard, 2016). The main role of the learning advisor in this process is to “activate learners’ reflective processes through a one-to-one dialogue” (Kato & Mynard, 2016, p. 104). To encourage active and critical reflection, learning advisors need to be provided with proper training. The purpose of this paper is to explore the perceptions of the experienced English language teachers regarding the effectiveness of the learning advisory training program (LATP) they have attended and its effects on the teachers’ professional and personal lives. To achieve this aim, both quantitative and qualitative data were collected through questionnaires and interview findings. The results suggest that the teachers who attended the LATP developed a deeper awareness of how to promote learner autonomy.
Highlights
Learner autonomy in foreign language learning has been defined as “a capacity to take charge of one’s own learning” (Benson, 2011, p. 2)
In order to support students to develop an awareness of their own language learning processes and promote life-learning skills, a language learning advisory service was launched with one advisor in Middle East Technical University (METU) Department of Basic English (DBE) in October 2018
By talking to students about their languagerelated needs, objectives, successes and weaknesses, the learning advisor based in this service aims to support learners in their language learning through reflective dialogue
Summary
Learner autonomy in foreign language learning has been defined as “a capacity to take charge of one’s own learning” (Benson, 2011, p. 2). Transformation to make a fundamental change in their learning In such a reflective dialogue, learners often experience an ‘aha’ moment as their existing beliefs are often challenged (Kato & Mynard, 2016). It is important that language learners are provided with opportunities to reflect and construct and reconstruct their understandings of concepts related to their language learning processes (Adelman Reyes & Vallone, 2008; Von Glasersfeld, 1989). During this reflection process, the role of the learning advisor is far beyond providing learning tips to learners. The third is having good counselling skills to make the session a learner-centered and empowering experience
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