Synchronous and Asynchronous Advising Applications.

Karaaslan H., Güven Yalçın G., Akgedik M., Üstündağ Algın P., Kılıç N.

Self-Directed Learning and Advising in Language Education Conference. , Ankara, Türkiye, 24 Nisan 2021, ss.19-20, (Özet Bildiri)

  • Yayın Türü: Bildiri / Özet Bildiri
  • Basıldığı Şehir: Ankara
  • Basıldığı Ülke: Türkiye
  • Sayfa Sayıları: ss.19-20
  • Ankara Yıldırım Beyazıt Üniversitesi Adresli: Evet

Özet

Advising in Language Learning (ALL) evolves around the notion of guiding learners in language learning and autonomy building (McCarthy, 2012; Kato, 2017). In ALL, learners are encouraged to engage in an intentionally structured reflective dialogue and experience transformational learning under the guidance of a Learning Advisor (LA) in order to become more aware and autonomous individuals who can manage the cognitive, metacognitive and affective aspects of their language learning process effectively. In this respect, learners' existing beliefs, boundaries in this sense, are challenged in order for them to raise awareness of learning, translate their awareness into action, and eventually experience a fundamental change in their nature of learning (Kato and Mynard, 2016). 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, where 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). This session will introduce some advising strategies and tools employed to stimulate deeper reflection on learning such as experience-sharing, complimenting, meta-viewing, intuiting, challenging, metaphors, and powerful questions. The audience will be encouraged to analyze the extracts provided, examine the reflective questions asked in response to the learner prompts given, and discuss how these strategies and tools could prove useful in dealing with complex learner issues through online communication.