“Still Sounds Quite a Lot to Me, But Try it And See”. Reflecting on my Non-Directive Advising Stance

Mynard, Jo

doi:10.37237/relay/010109

Cited by 5 publications

(3 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…To do this, learning advisors draw on skills used in counselling and life-coaching, which aim to promote awareness, reflection, change and development (Hobbs & Doffs, 2015; Mozzon-McPherson, 2017; Mynard & Carson, 2012). This is primarily facilitated through the skilled use of dialogue within the advising sessions, albeit often in an indirect manner (Mynard, 2018). Through the use of specific advising strategies, this intentional use of language aids the learner to engage in self-reflection, decision making, goal setting and striving, planning and self-evaluation, and encourages learners to engage in autonomous actions that reflect their own personal values and interests.…”

Section: Introductionmentioning

confidence: 99%

Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective

Shelton-Strong

2020

Language Teaching Research

View full text Add to dashboard Cite

In this article self-determination theory (SDT) is used as a framework to explore ways in which ‘advising in language learning’ (advising) can be understood to support language learners’ basic psychological needs of autonomy, competence and relatedness. These are defined in SDT as nutrients essential for integration, growth, healthy development and well-being (Ryan & Deci, 2017). SDT posits that social learning contexts in which learners’ basic psychological needs are supported facilitate and sustain autonomous functioning, more effective learning and performance, strengthen adaptability, promote awareness, and foster greater wellness (Reeve, 2016; Ryan & Deci, 2017; Vansteenkiste et al., 2019). While a growing body of research provides insight into ways advising promotes and is supportive of autonomous language learning and transformation (Kato & Mynard, 2016; Mynard, forthcoming), more specific studies are believed to be needed to develop a deeper understanding of the potential of its supportive role in this area. To address this gap, this study investigates how learners’ perceptions of their experiences in advising can be understood from an SDT perspective. Findings from a qualitative analysis of a self-reporting questionnaire suggests that participation in advising has potential to provide support for the satisfaction of language learners’ basic psychological needs. Drawing on the theoretical underpinnings of SDT to interpret this evidence within the context of one-to-one advising, the author argues that advising in language learning can play an important role in providing an autonomy-supportive climate which can foster satisfaction of learners’ needs for autonomy, competence and relatedness.

show abstract

Section: Introductionmentioning

confidence: 99%

Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective

Shelton-Strong

2020

Language Teaching Research

View full text Add to dashboard Cite

show abstract

“…The coach did not give the coachees any direct advice in the sessions; however, Table 7 shows that all participating coachees said they would have preferred direct advice, at least in some situations, which is supported by the results in the literature (Nangalia & Nangalia, 2010;Lam, 2016;Plaister-Ten, 2009). Therefore, offering a flexible blend of skills from coaching, counselling and advising that provides the participant with advice in an indirect manner can be used to satisfy the needs of the coachee (Hobbs & Doffs, 2015;Mozzon-McPherson, 2017;Mynard, 2018;. I prefer to get direct advice.…”

Section: Indirect and Direct Advising Givingmentioning

confidence: 66%

Supporting the Transition to Self-Directed Learning in ESL: A Coaching Intervention

Mitchell¹

2023

SISAL

View full text Add to dashboard Cite

Self-access language centres (SALCs) utilise self-directed learning, which allows learners to set their own learning goals and make their own learning choices. While this approach can benefit language learners, it can also be intimidating for those not used to autonomous learning. To help learners transition from teacher-directed to self-directed learning, various interventions such as coaching, counselling, mentoring, and advising can be used. These interventions can be effective in helping learners become more self-directed, but it is important to review and consider the learner’s expectations when implementing them. This paper analyses data from a one-on-one coaching intervention between an English-speaking coach and five Japanese participants using English as a second language to explore the factors contributing to the intervention session’s perceived success.

show abstract

“…Dia percaya bahwa hubungan yang positif dapat membantu individu berkembang. Model pembelajaran tanpa pengawasan atau lebih dikenal dengan model pembelajaran non-directive adalah suatu proses yang membantu siswa belajar dengan baik tanpa bimbingan seorang guru (Hermila, 2014: Mynard, 2018Eleftheriou, 2019;Wibowo, dkk., 2020). Tujuan utamanya adalah untuk membantu siswa secara realistis mencapai integrasi pribadi, keefektifan pribadi, dan harga diri mereka.…”

unclassified

Upaya Meningkatkan Hasil Belajar Bahasa Inggris Materi ‘Would You Like to Come?’ Dengan Menerapkan Metode Pembelajaran Non-Directive

Bau Tenri Pada

2023

EDULEC

View full text Add to dashboard Cite

Penelitian ini bertujuan untuk mengetahui dampak Metode Non-Directive terhadap hasil belajar Bahasa Inggris serta sejauh mana pemahaman dan penguasaan siswa Kelas VIII terhadap mata pelajaran Bahasa Inggris setelah penerapan Metode Non-Directive. Penelitian ini menggunakan penelitian tindakan kelas. Ada empat tahapan dalam setiap siklus yaitu persiapan, aktivitas dan observasi, refleksi. Subjek penelitian adalah siswa kelas delapan. Berdasarkan temuan analisis, hasil kerja siswa meningkat dari Siklus I ke Siklus III yaitu dari Siklus I (60%), Siklus II (78%), dan Siklus III (95%). Dapat disimpulkan bahwa dengan menggunakan teknik pengajaran nondirektif dapat meningkatkan hasil belajar siswa dan model pembelajaran ini dapat digunakan sebagai salah satu alternatif pembelajaran bahasa Inggris. Sebagai rekomendasi, pelaksanaan pembelajaran bahasa Inggris dengan model nondirektif membutuhkan persiapan yang serius baik dari guru maupun siswa.

show abstract

“Still Sounds Quite a Lot to Me, But Try it And See”. Reflecting on my Non-Directive Advising Stance

Cited by 5 publications

References 2 publications

Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective

Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective

Supporting the Transition to Self-Directed Learning in ESL: A Coaching Intervention

Upaya Meningkatkan Hasil Belajar Bahasa Inggris Materi ‘Would You Like to Come?’ Dengan Menerapkan Metode Pembelajaran Non-Directive

Contact Info

Product

Resources

About