An exploratory study of learning strategies used by university level English learners after autonomy training through advising in language learning

Abstract

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.