Building a Model to Flourish Self-Determined Learners Beyond the Classroom.

Güven Yalçın G. , Karaaslan H. , Howard S. L.

Self-Directed Learning and Advising in Language Education Conference, Ankara, Turkey, 24 April 2021, pp.12-13

  • Publication Type: Conference Paper / Summary Text
  • City: Ankara
  • Country: Turkey
  • Page Numbers: pp.12-13


Learning, similar to natural ecology, entails a system which involves the interaction of various learners, teachers, materials and other elements. Likewise, from an ecological perspective of learner autonomy, it is vital that learners have the opportunity to access information, identify their values, know the self, and manage their cognitive and affective states in their learning environment and project their voice within their community of practice [1]. Therefore, the development of autonomy is dialogical in that it is socially created, yet appropriated, and made one’s own. As for the self-directed learning, since one of the main objectives of advising is to support learner autonomy [2], the Learning Advisory Program Unit of Ankara Yıldırım Beyazıt University (AYBU LAP) provides learners with autonomy-supportive learning environments. Specifically, in the context of AYBU-SFL, the LAP CLUB Program was designed for learners to become metacognitively and meta-affectively prepared for the foreign language learning process, by engaging in peer reflective dialogues while implementing conceptualised learning advising tools within synchronous online sessions. It was aimed to implement and evaluate a program based on an empirically based theory, Self-Determination Theory (SDT) [3], and Subjective Well-Being (SWB) [4] which is the core concept of positive psychology and reflective dialogue-based learning advising practices [5]. Its resources were created with the related learning outcomes of activity series and all the content was implemented within the scope of the Equipped for Future (EFF) Implementation Framework and Standards [6], which aims to donate learners with effective language skills as well as 21st-century skills helping them to improve life skills and academic performance. The preliminary findings from a qualitative analysis of selfreflective post-session surveys suggest that the program provides an autonomysupportive climate which can foster satisfaction of learners’ needs for autonomy, competence, and relatedness. Drawing on the theoretical underpinnings of SDT and EFF Implementation Framework to interpret this evidence within the context of group advising, this session suggests that the LAP CLUB Model can play an important role to support learners to become self-determining individuals as members of a wider community.