Browsing by Subject "Advising in language learning"

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Open Access
An exploratory study of learning strategies used by university level English learners after autonomy training through advising in language learning
(2019-10) Altındağ, Sulhan
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.
Open Access
Fostering self-regulated learning through the effective learning module: a case study in Turkish context
(2019-10) Güllü, Abdulkadir
This master’s thesis investigates the perceptions of students in an English preparatory school blended program towards the effectiveness of an Effective Learning Module (ELM). This module was designed to help students create an effective learning plan to become self-regulated learners. Specifically, within the ELM the research also aims to investigate the perceived effectiveness of goal setting, learning strategies, and evaluating resources to ultimately create a learning plan and implement it. This was a case study conducted in one state university with ten participants (Mage = 20.8). The results of the content analyses revealed perceived increases in the self-regulatory skills of the participants. Specifically, the participants perceived that the ELM was helpful for setting goals, and creating a learning plan. They also stated that they learned various learning strategies with the help of the ELM. Finally, the participants reported that they learned various methods to evaluate and select resources for learning. The findings, along with implications for practice and further research are discussed.