Publication details
Is an Invitation Enough? Two Ways of Encouraging Students to Monitor their Learning
| Title in English | Is an Invitation Enough? Two Ways of Encouraging Students to Monitor their Learningnguage support for students in higher education |
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| Authors | |
| Year of publication | 2025 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | Developing the ability to monitor one's own learning is a crucial yet challenging skill for language learners. While self-assessment and refleection are essential for progress, many students struggle with these practices due to a lack of prior experience, motivation, or necessary skills. Theis presentation compares two diffeerent approaches to supporting students in monitoring their learning process, highlighting the challenges and effeectiveness of each approach. Thee fierst approach is implemented in an elective course specifiecally designed to foster learner autonomy. In this course, students are required to atteend three individual advising sessions throughout the semester which guide them through structured self-refleection and evaluation. Thee second approach is applied in an obligatory Academic English course, where students are offeered an optional individual feedback and refleection session with their teacher. By analyzing student engagement and participation in both types of individual sessions, this presentation explores key factors infleuencing students' ability to take ownership of managing their learning. Thee fiendings suggest that even if structured support fosters refleection and monitoring, students often struggle to engage meaningfully in these practices when they lack prior experience with self-directed learning. Motivation and self-regulation skills development emerge as critical factors, raising questions about how educators can betteer scaffeold and support this growth. Thee presentation discusses possible strategies for overcoming these challenges, including ways to enhance student motivation, integrate refleection more effeectively into coursework, and provide guidance tailored to diffeerent levels of learner autonomy. Thee presentation shows that simply inviting students to refleect and monitor their learning is not enough—providing the right strategies and structures is essential for fostering meaningful engagement and cultivating a culture of self-monitoring and continuous learning. |