ABSTRACT
In this article, the authors describe two research studies conducted during the COVID-19 pandemic, exploring the perceptions of online advising from the perspective of learners and learning advisors working in a self-access centre at a university in Japan. Advising is a one-to-one reflective dialogue between a learner and a learning advisor with the purpose of promoting learner autonomy. Advising normally takes place in person, and this article explores user perceptions and whether advisors are able to create an autonomy-supportive climate in a synchronous online setting. Although participants in both studies acknowledged challenges, overall online advising was conducted effectively, with learning advisors anticipating the needs of learners and utilising online tools accordingly. Although initially nervous about attending online sessions, learners felt positive emotions during and after the online session and felt supported by learning advisors.
ABSTRACT
This paper documents part of the process of preparing to fully reopen the physical Self- Access Learning Center (SALC) in a university in Japan after being somewhat interrupted during two years of the COVID-19 pandemic. Self-access is becoming increasingly complex, multi-faceted and multi-disciplinary and it is necessary to revisit SALC mission statements periodically, particularly after major events or changes. A group of language educators working at the university examined literature and theories from a range of perspectives in order to inform the future directions of the SALC. In a series of meetings over a one-semester period, one or two team members led a guided discussion based on some key papers, talks or other resources related to eight themes. After a semester of such discussions, they returned to the mission statement and re-examined it, making it more theoretically robust and specific, acting as a guide for SALC services for a new era. © 2022 by the authors.