Martina Šindelářová Skupeňová ist Englischlektorin am Sprachenzentrum der Masaryk-Universität und derzeit stellvertretende Direktorin für pädagogische Aktivitäten. Ihre beruflichen Interessen umfassen die Förderung der Lernenden-Autonomie, die Unterstützung der beruflichen Lehrerentwicklung sowie die Integration künstlerischer, interkultureller und mehrsprachiger Dimensionen in den Sprachunterricht. Martinas Dissertation untersuchte die Auswirkungen der Sprachberatung auf die Entwicklung der Lernenden-Autonomie, mit besonderem Fokus auf reflektierenden Dialog und individuelle Lernverläufe.
This presentation introduces the main findings and practical outcomes of a doctoral study focusing on language advising as a tool for supporting learner autonomy in university English language learning. The research draws on a qualitative framework that conceptualises learner autonomy as a complex and dynamic system (Larsen-Freeman, 2009; Tassinari, 2010; Borges, 2022) and explores how autonomy and advising mutually shape one another within authentic advisor–student interactions.
The presentation is based on a multiple case study involving the analysis of advising session recordings alongside complementary data documenting learners’ self-directed learning processes. Particular attention is given to critical moments in advising sessions — situations in which learners’ emotions, needs or uncertainties become especially salient and significantly influence both the advising process and the development of learner autonomy. Using authentic examples from advising practice, the presentation demonstrates how advisors can respond to individual learner needs, how level of directiveness shifts throughout the advising process, and how learner agency is co-constructed within reflective dialogue.
The findings suggest that advising cannot be reduced to a fixed set of techniques; rather, it involves a highly relational and context-sensitive practice requiring advisors to combine different strategies, reflect continuously on interactional dynamics, and respond flexibly to learners’ changing needs. The presentation also addresses problematic moments that may disrupt advising processes and discuss how such moments can become valuable opportunities for advisor reflection and professional development. In addition to presenting the research findings, the session will introduce practical outputs of the dissertation, including a set of training materials designed to support the development of advising skills and recommendations for the professional development of language advisors in institutional contexts.
Datum: 26.6.2026
Uhrzeit: 16.00 – 17.00 Uhr
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