Harnessing the Potentials of Technology to Support Self-Directed Language Learning in Online Learning Settings, organized by KTH Royal Institute of Technology, Stockholm, Sweden and the Research Institute for Learner Autonomy Education (RILAE) at Kanda University of International Studies, Chiba, Japan., Chiba, Japan, 15 - 16 October 2020, pp.6-7
This example of practice elaborates on a series of online advising (in language learning) experiences spanning a period of three months overlapping the pandemic-related lockdown during which instruction at the university was delivered online. The purpose was to exploit the strategies and tools of advising asynchronously via email and synchronously using Zoom utilizing Intentional Reflective Dialogue (IRD) (Kato & Mynard, 2016) and inclusive questions (Jensen, 2013), while at the same time facilitating advisee engagement and encouraging advisee ownership by considering certain motivational processes, including emphasizing effort, creating hope, respecting power, building relationships, expressing enthusiasm, challenging and prompting (Mendler, 2000; Letendre, 2012). In the talk, the context and background, and the purpose will be introduced briefly. Then the motivational processes used will be presented with reference to the advising data pointing out and illustrating how motivation-boosting elements were incorporated in this series of IRD exchanges. The talk will end with a discussion on the potential in incorporating motivational elements to facilitate advisee engagement and resilience building.