Promoting EFL First-Year Students’ Autonomy Through Consultation Services
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Abstract
In English Language Teaching (ELT), consultation sessions are essential and complementary elements in enabling learners to improve their English proficiency as well as to regulate their self-directed skills. The purpose of this study was threefold: (1) identify the students’ perceptions of their English skills and consulting needs, (2) explore whether consultation sessions can foster autonomy, and (3) investigate their opinions regarding the consultation sessions. Based on a convenience sampling method, data from 417 first-year students regarding language needs analysis and consulting needs were analyzed through descriptive statistics. From these results, one-on-one consultation sessions were initiated and implemented with a small number of students who volunteered to participate as advisees. Towards the end of the consultation sessions, student pre-and post- self-evaluation scores were analyzed. The findings suggest that consultation sessions yield positive results in improving students’ self-directed learning skills which has the potential to enhance learner autonomy. The students also find the consultation sessions helpful and contribute to the success of their learning English.
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References
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