A Path to Self-Discovery: Empowering Learners through a Language Advising Program
A Language Advising Program
Abstract
This study examines the impact of a Language Advising Program designed to enhance self-directed learning in foreign language acquisition at a state university in Central Anatolia, Türkiye. The research explores two main questions: (1) whether participants demonstrate a growing sense of awareness and control over their self-directed learning, and (2) their perceptions of the program’s effectiveness. A qualitative research design was employed, involving eight weeks of individual Zoom advising consultations during which participants engaged in various activities aimed at fostering self-directed learning, including a goal-setting pyramid, confidence-building diary, vision board and the wheel of language learning so on. Data were collected through thematic analysis of weekly advising consultations, motivation graphics and semi-structured interviews conducted at the end of the program. Findings indicate that participants showed a significant growth in their self-awareness and control over learning, with structured activities playing a central role in this development. Additionally, participants reported several positive perceptions of the program’s effectiveness, highlighting improvements in their motivation, learning strategies, and self-confidence. The results suggest that the program effectively supported participants' self-directed learning and could serve as a model for similar educational initiatives. This study hopes to contribute to the body of research on self-directed learning in language education and aims at emphasizing the potential of advising programs to enhance learner autonomy.
Keywords: Self-directed learning; language advising; learner autonomy; motivation; program effectiveness
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