Investigating language advising sessions: Is the pedagogical tool working as it should?
|Year of publication||2021|
|Type||Appeared in Conference without Proceedings|
|MU Faculty or unit|
|Description||The aim of the poster is to shortly introduce my research project, its aims and design, and to discuss the results of a pilot study conducted in spring 2021. The project focuses on language advising as a pedagogical tool supporting learner autonomy in the context of a specific course taught at Masaryk University. The objective of the research project is to examine whether the advising sessions that constitute a crucial part of the course structure provide students with individualized support and help them to regulate, i.e. plan, monitor and evaluate their language learning process. The interaction between students and their advisor is investigated as well as its impact on students´ ability to self-regulate their learning. During the pilot study, data collection methods and some research instruments that had been suggested based on literature review and previous studies were tested. As the pilot data varied in both amount and quality, data collection methods, sampling and selecting cases for further analysis were re-considered. However, the pilot data collection confirmed that the variety of self-assessment tools offered to students at the beginning and at the end of the course allows the researcher to collect sufficient data for evaluation of students´ autonomy. Furthermore, the set of Tassinari´s macrodescriptors applied in the pilot study to evaluate students´ texts and materials resulted in creating a functional coding scheme that allows conducting content analysis of the whole data set.|