Research Article
BibTex RIS Cite

Independent Learning Advisory Education and Related Applications

Year 2019, Volume: 21 Issue: 1, 90 - 112, 29.04.2019
https://doi.org/10.17556/erziefd.450474

Abstract

Many language teaching institutions have developed
their own Self-Access Centres with a broader aim of fostering autonomous
learning (McMurry et al., 2011). They help increase students’ opportunities to
reach resources of various kinds and assist them on the road to taking
responsibility for their own learning (Benson, 2011). Some of these centres
offer their students trainings, learning advisory service and various
extracurricular activities as well. Ankara Yıldırım Beyazıt University School
of Foreign Languages (AYBU-SFL), aiming to improve the resources and services
currently offered at its Independent Learning Centre (ILC) and develop a
customized Learning Advisory Program (LAP), conducted a BAP (a funded
scientific research study). Within the scope of this project, the participating
instructors received a skills-based, independent learning advisory education,
developed an independent learning advisory program with its materials and
tools, and actively ran learning advisory sessions with voluntary students. In
this specific study following the completion of the project, the participating
instructors’ feelings and opinions as to their new experiences and gains as
trained learning advisors transforming from their roles as language instructors
and the students’ attitudes towards the learning advisory service they
voluntarily received from their learning advisors were investigated using
semi-structured interview questions. The findings indicate that instructors are
aware of the requirements of their new roles as learning advisors and they are
experiencing a positive and meaningful transformation with respect to providing
this service having acquired the necessary skills. Similarly, the students
report that they have positive attitudes towards the sessions and would like to
continue benefitting from it seeing that they are being listened to, helped and
supported in their development.

References

  • Aoki, N. (2003). Learner autonomy, teacher autonomy and the process of becoming a pro-autonomy teacher: Theoretical perspectives and life stories of six teachers of Japanese as a second language. Unpublished doctoral thesis, Trinity College Dublin.
  • Aoki, N. (2012). Can-do statements for advisors. In C. Ludwig & J. Mynard (Eds) Autonomy in Language Learning: Advising in Action, 154-163. Canterbury: IATEFL.
  • Autonomous Language Learning Modules, Helsinki University Language Centre, Finland http://www.helsinki.fi/kksc/alms/kaleidos.html
  • Aydınlı, J., & Ortaçtepe, D. (2018). Selected research in applied linguistics and English language teaching in Turkey: 2010–2016. Language Teaching, 51(2), 210-245. doi:10.1017/S0261444818000010
  • Benson, P. (2011). Teaching and researching autonomy. Harlow, UK: Pearson.
  • British Council (2013). Turkey national needs assessment of state school English language teaching. Ankara: Mattek.
  • British Council (2015). The state of English in higher education in Turkey. Ankara: Yorum.
  • Bülbül, T. (2012). Dropout in higher education: Reasons and solutions. Education and Science, 37(166), 219-235.
  • Education First (EF) EPI: www.ef.com.tr/epi/
  • Hofstede, G. (2001). Culture’s Consequences: comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Thousand Oaks, CA: SAGE Publications.
  • Kato, S., & Mynard, J. (2015). Reflective dialogue: Advising in language learning. New York, NY: Routledge.
  • McMurry, B. L., Tanner, M. W. & Anderson, N. J. (2010). Self-access centres: Maximizing learners’ access to center resources. Studies in Self-Access Learning Journal, 1(2), 100-114.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
  • Milli Eğitim Bakanlığı Özel Eğitim Hizmetleri Yönetmeliği http://mevzuat.meb.gov.tr/html/66.html
  • Nasöz, M. (2015). Turkish EFL learners’ readiness for autonomy and attitudes toward self-access center. [Unpublished master’s dissertation]. İhsan Doğramacı Bilkent University, Ankara, Turkey.
  • Seidman, I. (1999). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York: Teachers College Press.Türkiye Yükseköğretim Yeterlilikler Çerçevesi: http://tyyc.yok.gov.tr/?pid=33
  • Uzun, T. (2014). Learning styles of independent learning centre users. Studies in Self-Access Learning Journal, 5(3), 246-264.
  • Uzun, T, Karaaslan, H. & Şen, M. (March, 2016). On the road to developing a Learning Advisory Program (LAP). Studies in Self-Access Learning Journal, 7(1), 84-95.
  • Uzun, T, Karaaslan, H. & Şen, M. (September, 2015). Going beyond the regular curriculum: Towards the development of a Learning Advisory Program (LAP). In Proceedings of the Self in Language Learning (SILL) International Conference, Çağ University, Mersin, Turkey.
  • Whitworth, L., Kimsey-House, H., & Sandahl, P. (1998). Co-active coaching: New skills for coaching people toward success in work and life. Palo Alto: Davies Black Publishing.
  • Yamamoto, K. (2018). The journey of ‘becoming’ a learning advisor: A reflection on my first-year experience. RELAYJournal 1(1). https://kuis.kandagaigo.ac.jp/relayjournal/issues/jan18/yamamoto/
  • Yamashita, H. (2015). Affect and the development of learner autonomy through advising. Studies in Self-Access Learning Journal, 6(1), 62-85.
  • Yamashita, H., & Mynard, J. (2015). Dialogue and advising in self-access learning: Introduction to the special issue. Studies in Self-Access Learning Journal, 6(1), 1-12.
  • Yıldırım, A. ve Şimşek, H. (2003). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları

Bağımsız Öğrenme Danışmanlığı Birimi Eğitim ve Uygulama Faaliyetleri

Year 2019, Volume: 21 Issue: 1, 90 - 112, 29.04.2019
https://doi.org/10.17556/erziefd.450474

Abstract

Günümüzde
pek çok yükseköğretim kurumu öğrencilerinin bağımsız öğrenme becerilerini
geliştirebilmek amacıyla Bağımsız Öğrenme Merkezleri kurmaktadır (McMurray ve
ark., 2011). Bu merkezler, öğrencilerin çeşitli çalışma kaynaklarına erişimini
kolaylaştırmakta, kendi öğrenme süreçlerinde sorumluluk alabilme noktasında
onları desteklemektedir (Benson, 2011). Bununla birlikte, bazı bağımsız öğrenme
merkezleri öğrencilere yönelik özel eğitim, öğrenme danışmanlığı hizmeti ve
çeşitli müfredat dışı etkinlikler sunmaktadır. Ankara Yıldırım Beyazıt
Üniversitesi Yabancı Diller Yüksekokulu Bağımsız Öğrenme Merkezi (ILC) de
mevcut kaynak ve hizmetlerini geliştirmeyi ve yeni bir Öğrenme Danışmanlığı
Birimi (LAP) kurmayı hedefleyerek bir Bilimsel Araştırma Projesi (BAP) yürütmüştür.
Proje kapsamında öğretim görevlileri tarafından beceri temelli bir bağımsız
öğrenme danışmanlığı eğitimi alınmış, bağımsız öğrenme danışmanlığı programı ve
kaynakları geliştirilmiş ve aktif bir şekilde bağımsız öğrenme danışmanlığı uygulamaları
yapılmıştır. Mevcut çalışmada, bu eğitim ve uygulamalar sonrasında, katılımcı
öğretim görevlilerinin öğretmenlikten öğrenme danışmanlığına geçiş sürecinde
edindikleri kazanımlarına ve deneyimlerine yönelik duygu ve düşünceleri ile
öğrenme danışmanlığı hizmetinden gönüllü olarak faydalanan öğrencilerin bu
hizmete yönelik tutumları yarı-yapılandırılmış görüşme soruları kullanılarak
araştırılmıştır.
Çalışma bulguları,
öğrenme danışmanlarının, yeni rollerinin gereklerinin farkında olduklarını ve
bu hizmeti sağlamak noktasında gerekli becerileri kazanmak suretiyle olumlu ve
anlamlı bir dönüşüm süreci içinde olduklarını göstermiştir. Benzer şekilde, bu
hizmetten faydalanan öğrencilerin de kendilerinin dinlenildiğini ve kendilerine
yardımcı olunmaya çalışıldığını memnuniyetle karşıladıklarını, buna ek olarak,
kendilerindeki iyileşme ve gelişmelerin çok olumlu katkılarını gördüklerini
ifade etmeleri, bu görüşmelere karşı olumlu tutum içinde olduklarını ve devam
etmek istediklerini göstermiştir.  

References

  • Aoki, N. (2003). Learner autonomy, teacher autonomy and the process of becoming a pro-autonomy teacher: Theoretical perspectives and life stories of six teachers of Japanese as a second language. Unpublished doctoral thesis, Trinity College Dublin.
  • Aoki, N. (2012). Can-do statements for advisors. In C. Ludwig & J. Mynard (Eds) Autonomy in Language Learning: Advising in Action, 154-163. Canterbury: IATEFL.
  • Autonomous Language Learning Modules, Helsinki University Language Centre, Finland http://www.helsinki.fi/kksc/alms/kaleidos.html
  • Aydınlı, J., & Ortaçtepe, D. (2018). Selected research in applied linguistics and English language teaching in Turkey: 2010–2016. Language Teaching, 51(2), 210-245. doi:10.1017/S0261444818000010
  • Benson, P. (2011). Teaching and researching autonomy. Harlow, UK: Pearson.
  • British Council (2013). Turkey national needs assessment of state school English language teaching. Ankara: Mattek.
  • British Council (2015). The state of English in higher education in Turkey. Ankara: Yorum.
  • Bülbül, T. (2012). Dropout in higher education: Reasons and solutions. Education and Science, 37(166), 219-235.
  • Education First (EF) EPI: www.ef.com.tr/epi/
  • Hofstede, G. (2001). Culture’s Consequences: comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Thousand Oaks, CA: SAGE Publications.
  • Kato, S., & Mynard, J. (2015). Reflective dialogue: Advising in language learning. New York, NY: Routledge.
  • McMurry, B. L., Tanner, M. W. & Anderson, N. J. (2010). Self-access centres: Maximizing learners’ access to center resources. Studies in Self-Access Learning Journal, 1(2), 100-114.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
  • Milli Eğitim Bakanlığı Özel Eğitim Hizmetleri Yönetmeliği http://mevzuat.meb.gov.tr/html/66.html
  • Nasöz, M. (2015). Turkish EFL learners’ readiness for autonomy and attitudes toward self-access center. [Unpublished master’s dissertation]. İhsan Doğramacı Bilkent University, Ankara, Turkey.
  • Seidman, I. (1999). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York: Teachers College Press.Türkiye Yükseköğretim Yeterlilikler Çerçevesi: http://tyyc.yok.gov.tr/?pid=33
  • Uzun, T. (2014). Learning styles of independent learning centre users. Studies in Self-Access Learning Journal, 5(3), 246-264.
  • Uzun, T, Karaaslan, H. & Şen, M. (March, 2016). On the road to developing a Learning Advisory Program (LAP). Studies in Self-Access Learning Journal, 7(1), 84-95.
  • Uzun, T, Karaaslan, H. & Şen, M. (September, 2015). Going beyond the regular curriculum: Towards the development of a Learning Advisory Program (LAP). In Proceedings of the Self in Language Learning (SILL) International Conference, Çağ University, Mersin, Turkey.
  • Whitworth, L., Kimsey-House, H., & Sandahl, P. (1998). Co-active coaching: New skills for coaching people toward success in work and life. Palo Alto: Davies Black Publishing.
  • Yamamoto, K. (2018). The journey of ‘becoming’ a learning advisor: A reflection on my first-year experience. RELAYJournal 1(1). https://kuis.kandagaigo.ac.jp/relayjournal/issues/jan18/yamamoto/
  • Yamashita, H. (2015). Affect and the development of learner autonomy through advising. Studies in Self-Access Learning Journal, 6(1), 62-85.
  • Yamashita, H., & Mynard, J. (2015). Dialogue and advising in self-access learning: Introduction to the special issue. Studies in Self-Access Learning Journal, 6(1), 1-12.
  • Yıldırım, A. ve Şimşek, H. (2003). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları
There are 24 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section In This Issue
Authors

Hatice Karaaslan 0000-0001-7632-3795

Mümin Şen This is me 0000-0002-3864-6419

Publication Date April 29, 2019
Acceptance Date February 26, 2019
Published in Issue Year 2019 Volume: 21 Issue: 1

Cite

APA Karaaslan, H., & Şen, M. (2019). Bağımsız Öğrenme Danışmanlığı Birimi Eğitim ve Uygulama Faaliyetleri. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 90-112. https://doi.org/10.17556/erziefd.450474