Supporting the Transition to Self-Directed Learning in ESL: A Coaching Intervention

Abstract

Self-access language centres (SALCs) utilise self-directed learning, which allows learners to set their own learning goals and make their own learning choices. While this approach can benefit language learners, it can also be intimidating for those not used to autonomous learning. To help learners transition from teacher-directed to self-directed learning, various interventions such as coaching, counselling, mentoring, and advising can be used. These interventions can be effective in helping learners become more self-directed, but it is important to review and consider the learner’s expectations when implementing them. This paper analyses data from a one-on-one coaching intervention between an English-speaking coach and five Japanese participants using English as a second language to explore the factors contributing to the intervention session’s perceived success.