Learning Advising



Learning Advising

Philosophy of Advising

The LAP (Learning Advisory Program) is a learning community designed to help AYBU students to become good language learners throughout their lives when learning any language; we call this lifelong language learner autonomy. Students are given support and encouragement to take charge of their learning.  The aim is for our learners to be able to manage their own learning in a supportive and collaborative environment.

What is Advising?

Learning advisors will be glad to talk to you about your learning needs and experiences to help you become independent learners. Please be informed that learning advisors are not responsible for teaching you grammar, check your homework or read your essays to give you feedback on them. Learning advisors are there to teach you how to learn better.



The General Framework of Advising Sessions

 “Reflective Dialogue” is the core methodology that we have adopted in LAP sessions, as proposed by Kato and Mynard (2016)*. Below are the 4 steps of advising according to this approach:


In this first step, a student meets a learning advisor for the first time. The student does not have any awareness of how to manage learning and what type of a support is needed. S/he does not know much about who a learning advisor is and what to expect from one. Therefore, this step is marked as the time when a healthy relationship is established between a learning advisor and a student, which also includes determining the learning goals, deciding on the steps to be taken and recording the student’s progress.


In Step 2, the student starts developing awareness in learning and begins to realize the reasons of the problems or difficulties s/he is having. With the help of the advisor, the student starts doing more in-depth analyses on learning and using meta-language to a certain extent.


This step is when the student begins exploring her/his attitudes or repeated behaviours and analysing this whole process more critically. The student experiences an ‘aha’ moment because of her/his changing perspectives. The student develops self-confidence and uses meta-language even more easily. The need for an advisor still exists in this step. 


In step 4, the student fully embraces learning and internalise independent learning. The student can easily adapt her/his unique learning styles into the newly-encountered situations and develop alternative strategies. S/he can lead the learning process in a more controlled way and use meta-language more naturally. The goal in this step is to enable the student to do self-advising, develop new ideas about how to learn better, looking back and forth to do self-evaluation and make plans for the future.