An exploratory study of learning strategies used by university level English learners after autonomy training through advising in language learning
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This study examined learning strategies of students who received autonomy training through an advising in language learning program, the Learning Advisory Program (LAP) at a university. For this mixed-method exploratory study, quantitative data was collected from 45 students through the Turkish version of the Motivated Strategies for Learning Questionnaire (MSLQ-TR). To gather qualitative data, seven students and two language advisors were interviewed. Students reported using a range of strategies to direct their learning. Time and study environment management strategies were preferred most by the learners, followed by meta-cognitive learning strategies; while the least favored learning strategy category was peer-learning. The study also examined the opportunities advising in language learning provides with regards to increasing self-regulation of students from both learners’ and advisors’ perspectives. Both credited the LAP for improving self-regulation and learner autonomy of students. Finally, the study’s findings are discussed in relation to student learner autonomy.
Advising in language learning
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