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.

1. The Role of Written Dialogue in Advising Jo Mynard and Katherine Thornton, Kanda University of International Studies

9. RQ1: Focus of advisor comments

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?

24. Advisor Preferences – Advisor A

25. Advisor Preferences – Advisor B

26. Advisor Preferences – Advisor C

27. Advisor Preferences – Advisor D

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

65. Any questions…

66. Thanks for listening! [email_address] [email_address]