T1 Mynard & Thornton
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

T1 Mynard & Thornton

on

  • 363 views

The role of written dialogue in advising (Talk T1)...

The role of written dialogue in advising (Talk T1)

Presenters: Jo Mynard and Katherine Thornton, Kanda University of International Studies, Japan

In this session, the presenters explore the nature of the written dialogue between learning advisors and language learners and discuss the importance of this kind of dialogue for the development of learner autonomy. By analysing comments written by learning advisors on students’ work in two different self-directed learning modules over a one-semester period, the researchers identify patterns of written advising which they will share during the presentation. The different approaches that advisors take and specific strategies that they use in written format to interact with students will be presented and discussed.

Statistics

Views

Total Views
363
Views on SlideShare
284
Embed Views
79

Actions

Likes
0
Downloads
1
Comments
0

1 Embed 79

http://advising2011.wordpress.com 79

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  •   Include rationale for having modules?
  • Add cycle on one slide?
  • 2 research projects. K looking at first question, Jo at second, but we’ve been sharing our findings and interpreting aour data in light of each other’s findings.
  • Add Jo’s methodology to this slide
  • Is this slide in the right place?
  • Add Jo’s methodology to this slide

T1 Mynard & Thornton Presentation Transcript

  • 1. The Role of Written Dialogue in Advising Jo Mynard and Katherine Thornton, Kanda University of International Studies
  • 2. Overview
    • Context
    • Self-directed learning modules
    • Written advising
    • Focus of advisor comments
    • Advising strategies
    • Next steps
  • 3. Our context – The SALC at KUIS
    • 9 Learning Advisors
    • Foster autonomous learning skills
    • Self-directed learning modules
    • Written and spoken advising
  • 4.
    • Input-based
    • Build skills for self-directed learning
    • 7 units – Needs Analysis, Time management, Resources, Learner Strategies etc.
    • Activity & Reflection model
    First Steps Module - Learner training
  • 5. Self-directed learning modules
    • Learner-generated content
    • Plan, implement, reflect cycle
    • Learner-advisor dialogue
  • 6.
      • Plan
    The reflective cycle
  • 7. Why written advising?
    • Writing facilitates reflection
    • Thinking time (for both LA and learner)
    • Ongoing dialogue
    • Practical way to provide 1 to 1 support
    • Cognitive, metacognitive and affective focus
  • 8. Research questions
      • What do advisors focus on in their comments to learners?
      • What strategies do advisors use to raise awareness of the learning process?
  • 9. RQ1: Focus of advisor comments
  • 10. Data Collection
      • FSM
    • 4 Learning Advisors
    • 50 advisor responses to learner reflections
  • 11. Data Analysis
      • Interpretative
      • Analysed for cognitive, metacognitive and affective focus (Wenden & Rubin, 1987)
  • 12.
    • Cognitive
    • Metacognitive
    • Affective
    • (Other)
    RQ1 – Focus of advisor input
  • 13. Cognitive focus – activity suggestions I recommend you to record yourself when you speak English. You can borrow a recorder from SALC counter if you need one. By recording, you can listen and compare your speaking for improvements.
  • 14. Cognitive focus – resource suggestions It sounds like you found two interesting resources, but one is more difficult, right? Could you try shadowing using an easier text with a CD? There are lots of magazines in the reading and listening sections of the SALC which have CDs for shadowing.
  • 15. Cognitive focus – time management You did an excellent job this unit. The details you included in the activities were really good. Think about your weekly schedule: 1. What are good days and times when you can use to work on your goals? 2. What activities can you do during these days and times?
  • 16. Metacognitive Focus – Goal setting
    • You are talking a lot about TOEFL and also casual English. The kind of English needed for tests is very different from the kind of English you will need for more casual English.
    • You may wish to rethink your goals…
    • Do you want/need TOEFL listening/TOEFL vocabulary or everyday listening/everyday vocabulary?
    • The kinds of materials and activities you do will depend on your goals.
  • 17. Affective focus
    • I agree it is important for you to take a rest so you can feel more relaxed.
    • This will help you to stay motivated.
    I agree that having English conversations can be stressful and make students nervous. You're not the only person to feel like that.
  • 18.
    • I know you are superbusy with all your work. Finding time for independent study (module work) can be difficult.
    • Also a big part of university life is socializing and having fun with friends - don’t feel too bad.
    • What the SUR model can do is help you add balance to your language learning. Activities that help you study use and review for both your goals are particularly useful.
    • What are some activities that you can do to help you study –vocab & speaking and use vocab & speaking?
    Multiple Focus
  • 19.
    • I know you are superbusy with all your work. Finding time for independent study (module work) can be difficult.
    • Also a big part of university life is socializing and having fun with friends - don’t feel too bad.
    • What the SUR model can do is help you add balance to your language learning. Activities that help you study use and review for both your goals are particularly useful.
    • What are some activities that you can do to help you study vocab & speaking and use vocab & speaking?
    Multiple Focus - Affective
  • 20.
    • I know you are superbusy with all your work. Finding time for independent study (module work) can be difficult.
    • Also a big part of university life is socializing and having fun with friends - don’t feel too bad.
    • What the SURE model can do is help you add balance to your language learning. Activities that help you study use and review for both your goals are particularly useful.
    • What are some activities that you can do to help you study vocab & speaking and use vocab & speaking?
    Multiple Focus - Metacognitive
  • 21.
    • I know you are superbusy with all your work. Finding time for independent study (module work) can be difficult.
    • Also a big part of university life is socializing and having fun with friends - don’t feel too bad.
    • What the SUR model can do is help you add balance to your language learning. Activities that help you study use and review for both your goals are particularly useful.
    • What are some activities that you can do to help you study vocab & speaking and use vocab & speaking?
    Multiple Focus - Cognitive
  • 22.
    • Harumi, for unit 4, you were supposed to choose two resources and use them.
    • Did you try to talk at the yellow sofa? How long? Did you try to use a program in the speaking booth? Which one?
    • Please try an activity and talk about it here.
    Other focus – Keeping on track
  • 23.
    • Thanks for completing the FSM.
    • but you handed in Units 6 & 7 too late.
    • I am grading learning plans now.
    • Sorry!
    • I hope you found useful information.
    Other focus – “non-comment”
  • 24. Advisor Preferences – Advisor A
  • 25. Advisor Preferences – Advisor B
  • 26. Advisor Preferences – Advisor C
  • 27. Advisor Preferences – Advisor D
  • 28. Summary
    • Some evidence of advisor styles, but all three kinds of focus clearly represented
    • Different types of discourse strategies evident
    • Caveat: Influence of unit topics?
    • Next step
    • Conduct similar analysis of self-directed modules
  • 29. RQ2: What strategies do advisors use in their comments?
  • 30. Counselling and advising From Carson & Mynard, forthcoming (introduction)
  • 31. Patterns
  • 32. Degree of directiveness Less directive More directive
  • 33. Degree of directiveness Less directive More directive
  • 34. Degree of directiveness Less directive More directive
  • 35. Data collection
    • 7 Module packs
    • 7 different learners, 7 LAs
    • Focussed on input/advising
  • 36. Data Analysis
      • Interpretative
      • Framework created from the data
      • Analysed using emergent coding system
      • Codes discussed and renegotiated between both researchers
  • 37. Codes – more directive
    • Directive
    • Strong suggestions
    • Expert opinion?
  • 38. Codes – less directive
    • Prompting further reflection
    • Conditional language
    • Mild suggestion
  • 39. Extract 1
    • I ’m glad that recording and listening to your conversation helped you find some of your weak areas. What kind of study activities do you think would help you improve? Silences? One word answers?
    • Do you know good phrases for filling silences and giving your opinion?
    • How could you study pronunciation with those kind of phrases?
    • I think you ’re right that it’s a good idea to plan your topic for your conversation in advance.
    • Good luck at the practice centre.
  • 40. Extract 1
    • I ’m glad that recording and listening to your conversation helped you find some of your weak areas. What kind of study activities do you think would help you improve? Silences? One word answers?
    • Do you know good phrases for filling silences and giving your opinion?
    • How could you study pronunciation with those kind of phrases?
    • I think you ’re right that it’s a good idea to plan your topic for your conversation in advance.
    • Good luck at the practice centre.
    Reinforcing
  • 41. Extract 1
    • I ’m glad that recording and listening to your conversation helped you find some of your weak areas. What kind of study activities do you think would help you improve? Silences? One word answers?
    • Do you know good phrases for filling silences and giving your opinion?
    • How could you study pronunciation with those kind of phrases?
    • I think you ’re right that it’s a good idea to plan your topic for your conversation in advance.
    • Good luck at the practice centre.
    Prompting further reflection
  • 42. Extract 1
    • I ’m glad that recording and listening to your conversation helped you find some of your weak areas. What kind of study activities do you think would help you improve? Silences? One word answers?
    • Do you know good phrases for filling silences and giving your opinion?
    • How could you study pronunciation with those kind of phrases?
    • I think you ’re right that it’s a good idea to plan your topic for your conversation in advance.
    • Good luck at the practice centre.
    Prompting further reflection
  • 43. Extract 1
    • I ’m glad that recording and listening to your conversation helped you find some of your weak areas. What kind of study activities do you think would help you improve? Silences? One word answers?
    • Do you know good phrases for filling silences and giving your opinion?
    • How could you study pronunciation with those kinds of phrases?
    • I think you ’re right that it’s a good idea to plan your topic for your conversation in advance.
    • Good luck at the practice centre.
    Prompting further reflection
  • 44. Extract 1
    • I ’m glad that recording and listening to your conversation helped you find some of your weak areas. What kind of study activities do you think would help you improve? Silences? One word answers?
    • Do you know good phrases for filling silences and giving your opinion?
    • How could you study pronunciation with those kind of phrases?
    • I think you ’re right that it’s a good idea to plan your topic for your conversation in advance.
    • Good luck at the practice centre.
    Reinforcing
  • 45. Extract 1
    • I ’m glad that recording and listening to your conversation helped you find some of your weak areas. What kind of study activities do you think would help you improve? Silences? One word answers?
    • Do you know good phrases for filling silences and giving your opinion?
    • How could you study pronunciation with those kind of phrases?
    • I think you ’re right that it’s a good idea to plan your topic for your conversation in advance.
    • Good luck at the practice centre.
    Reinforcing Prompting further reflection
  • 46.
    • … you did some good work this week. I ’m impressed with the reflection on your study activities and your progress.
    • You seem to be learning a lot of new words each week – are these words you are interested in or related to topics you want to talk about?
    • Also, you seem to be doing a lot of studying and inputting information - learning a lot of vocabulary
    • is there anything else you think you could do with the new words you learn?
    Extract 2
  • 47. Extract 2
    • … you did some good work this week. I ’m impressed with the reflection on your study activities and your progress.
    • You seem to be learning a lot of new words each week – are these words you are interested in or related to topics you want to talk about?
    • Also, you seem to be doing a lot of studying and inputting information - learning a lot of vocabulary
    • is there anything else you think you could do with the new words you learn?
    Intuiting
  • 48. Extract 2
    • … you did some good work this week. I ’m impressed with the reflection on your study activities and your progress.
    • You seem to be learning a lot of new words each week – are these words you are interested in or related to topics you want to talk about?
    • Also, you seem to be doing a lot of studying and inputting information - learning a lot of vocabulary
    • is there anything else you think you could do with the new words you learn?
    Prompting further reflection
  • 49.
    • … you did some good work this week. I ’m impressed with the reflection on your study activities and your progress.
    • You seem to be learning a lot of new words each week – are these words you are interested in or related to topics you want to talk about?
    • Also, you seem to be doing a lot of studying and inputting information - learning a lot of vocabulary
    • is there anything else you think you could do with the new words you learn?
    Intuiting Extract 2
  • 50.
    • … you did some good work this week. I ’m impressed with the reflection on your study activities and your progress.
    • You seem to be learning a lot of new words each week – are these words you are interested in or related to topics you want to talk about?
    • Also, you seem to be doing a lot of studying and inputting information - learning a lot of vocabulary
    • is there anything else you think you could do with the new words you learn?
    Extract 2 Prompting further reflection
  • 51.
    • … you did some good work this week. I ’m impressed with the reflection on your study activities and your progress.
    • You seem to be learning a lot of new words each week – are these words you are interested in or related to topics you want to talk about?
    • Also, you seem to be doing a lot of studying and inputting information - learning a lot of vocabulary
    • is there anything else you think you could do with the new words you learn?
    Extract 2 Prompting further reflection Intuiting
  • 52. Extract 3
    • You said that you did not get much listening practice because the teacher waited for you to speak.
    • What will you change next time for the session to go better?
    • I ’m glad you find the SALC listening sheets useful.
    • They will help you to build your confidence!
    • Finally, I am happy that you reviewed new words.
    • This will help you to remember the vocabulary better.
    Restating
  • 53. Extract 3
    • You said that you did not get much listening practice because the teacher waited for you to speak.
    • What will you change next time for the session to go better?
    • I ’m glad you find the SALC listening sheets useful.
    • They will help you to build your confidence!
    • Finally, I am happy that you reviewed new words.
    • This will help you to remember the vocabulary better.
    Prompting further reflection
  • 54. Extract 3
    • You said that you did not get much listening practice because the teacher waited for you to speak.
    • What will you change next time for the session to go better?
    • I ’m glad you find the SALC listening sheets useful.
    • They will help you to build your confidence!
    • Finally, I am happy that you reviewed new words.
    • This will help you to remember the vocabulary better.
    Reinforcing
  • 55. Extract 3
    • You said that you did not get much listening practice because the teacher waited for you to speak.
    • What will you change next time for the session to go better?
    • I ’m glad you find the SALC listening sheets useful.
    • They will help you to build your confidence!
    • Finally, I am happy that you reviewed new words.
    • This will help you to remember the vocabulary better.
    Expert opinion
  • 56. Extract 3
    • You said that you did not get much listening practice because the teacher waited for you to speak.
    • What will you change next time for the session to go better?
    • I ’m glad you find the SALC listening sheets useful.
    • They will help you to build your confidence!
    • Finally, I am happy that you reviewed new words.
    • This will help you to remember the vocabulary better.
    Reinforcing
  • 57. Extract 3
    • You said that you did not get much listening practice because the teacher waited for you to speak.
    • What will you change next time for the session to go better?
    • I ’m glad you find the SALC listening sheets useful.
    • They will help you to build your confidence!
    • Finally, I am happy that you reviewed new words.
    • This will help you to remember the vocabulary better.
    Expert opinion
  • 58. Extract 3
    • You said that you did not get much listening practice because the teacher waited for you to speak.
    • What will you change next time for the session to go better?
    • I ’m glad you find the SALC listening sheets useful.
    • They will help you to build your confidence!
    • Finally, I am happy that you reviewed new words.
    • This will help you to remember the vocabulary better.
    Expert opinion Reinforcing Prompting further reflection Restating
  • 59. Extract 4
    • It isn ’t very clear in part 3 which things were S, U, R, and E.
    • It is also unclear to whether you used pronouns more effectively after all the work you did.
    • When you write your diary for next week, could you show the S. U. R. E. part, please?
    • Also…. What are the five sentence patterns and how well can you use these now?
    • Sorry for all the questions!
  • 60. Extract 4
    • It isn ’t very clear in part 3 which things were S, U, R, and E.
    • It is also unclear to whether you used pronouns more effectively after all the work you did.
    • When you write your diary for next week, could you show the S. U. R. E. part, please?
    • Also…. What are the five sentence patterns and how well can you use these now?
    • Sorry for all the questions!
    Reorienting
  • 61. Extract 4
    • It isn ’t very clear in part 3 which things were S, U, R, and E.
    • It is also unclear to whether you used pronouns more effectively after all the work you did.
    • When you write your diary for next week, could you show the S. U. R. E. part, please?
    • Also…. What are the five sentence patterns and how well can you use these now?
    • Sorry for all the questions!
    Directive
  • 62. Extract 4
    • It isn ’t very clear in part 3 which things were S, U, R, and E.
    • It is also unclear to whether you used pronouns more effectively after all the work you did.
    • When you write your diary for next week, could you show the S. U. R. E. part, please?
    • Also…. What are the five sentence patterns and how well can you use these now?
    • Sorry for all the questions!
    Prompting further reflection
  • 63. Extract 4
    • It isn ’t very clear in part 3 which things were S, U, R, and E.
    • It is also unclear to whether you used pronouns more effectively after all the work you did.
    • When you write your diary for next week, could you show the S. U. R. E. part, please?
    • Also…. What are the five sentence patterns and how well can you use these now?
    • Sorry for all the questions!
    Prompting further reflection Directive Reorienting Reorienting
  • 64. Next Steps…
    • What patterns can be seen in less or more directive advising styles?
    • Are there significant differences in advisor styles between input-based reflections (FSM) & reflections on learner-generated content (LHL)?
  • 65. Any questions…
  • 66. Thanks for listening! [email_address] [email_address]