Speaker
Abstract section 4: Outcomes/results
This session explicitly describes the practical management of English learning coaching at a university. Participants will examine effective organizational strategies, focusing on how educators can facilitate study habits beyond the classroom. The presenter will demonstrate specific coaching techniques that empower students as autonomous learners, enhancing their self-efficacy through collaborative scaffolding. By analyzing actual coaching records, the session highlights common pedagogical challenges and their solutions. Ultimately, participants will learn how to implement a sustainable coaching framework that encourages students to take ownership of their progress, providing them with actionable tools to foster long-term resilience and a global impact.
Abstract section 5: References
Kato, S., & Mynard, J. (2016). Reflective Dialogue: Advising in Language Learning. Routledge.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation. Academic Press.
Abstract section 2: Contribution/research questions
This session explores how educators can organize and manage English coaching to extend learning beyond the classroom. It illustrates the transition from "local voices"—the personal struggles and goals of students—to the "global impact" they can achieve as autonomous, self-regulated, and more confident learners.
Abstract section 1: Relevance
English learning coaching is a transformative process enhancing students’ self-efficacy through incremental goal-achieving experiences. It aims to integrate study into daily routines, establishing habits resilient to motivational fluctuations. Unlike traditional teaching, coaching provides learner-centered support. Kato & Mynard (2016) identify its essence as “reflective dialogue,” activating metacognition through intentional conversation. While advising focuses on resource selection, coaching emphasizes “behavioral change,” functioning as a psychological pacemaker for the “Self-Regulated Learning” cycle (Zimmerman, 2000). Through collaborative scaffolding, coaching enables learners to overcome challenges beyond their independent reach, fostering ownership and resilience for long-term success.
Abstract section 3: Content/method
The presenter will demonstrate a coaching management model for university students and share pedagogical insights gained through practice. The study analyzes written coaching records, focusing on student profiles, their specific needs, and the tendencies within coaching practices. Challenges encountered during implementation will also be discussed. These student voices serve as evidence of how coaching empowers learners to expand their reach and impact in a globalized world.
| Title | English Learning Coaching at a University |
|---|---|
| Teaching Context | College and university education |