{"id":4288,"date":"2026-10-22T11:19:13","date_gmt":"2026-10-22T02:19:13","guid":{"rendered":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/?page_id=4288"},"modified":"2026-10-27T11:45:14","modified_gmt":"2026-10-27T02:45:14","slug":"noda","status":"publish","type":"page","link":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/issues\/9_1\/noda\/","title":{"rendered":"Advising for Autonomy and Affective Support: Reflections from a High School Context"},"content":{"rendered":"\n

Tomoko Noda, Ibaraki Christian University, Japan<\/strong><\/p>\n\n\n\n


Abstract<\/strong><\/p>\n\n\n\n

This paper presents a reflective account of how a novice advisor\u2013teacher supported a Japanese EFL high school student through three consecutive advising sessions. Focusing on the learner\u2019s language-learning challenges and affective factors, particularly anxiety related to an English proficiency interview, the paper draws on how Advising in Language Learning (ALL) strategies, techniques, and tools shaped the learner\u2019s reflections and responses. The analysis is complemented by the advisor\u2019s reflections on her developing practice. The case shows how the learner gradually articulated her difficulties, engaged with her anxiety, and made more concrete decisions about her learning, while also revealing challenges faced by the novice advisor in managing silence, formulating questions, and selecting appropriate tools. Overall, this reflective paper highlights how advising can support learners in articulating challenges and making decisions about their learning, while also pointing to areas of development for novice advisors.<\/p>\n\n\n\n

Keywords: <\/em>Advising in Language Learning, advising strategies, advising techniques, advising tools, learners\u2019 anxiety<\/p>\n\n\n\n

In English as a foreign language (EFL) context, learners may benefit from structured support that promotes autonomy, enhances motivation, and helps them manage challenges in their learning. Through my experience as a high school EFL teacher in Japan, I have come to recognize that a crucial role of language teachers is to help the development of learners\u2019 autonomy by providing structured support. Therefore, I took the courses on Advising in Language Learning (ALL) offered by the Research Institute of Learner Autonomy Education (RILAE) at Kanda University of International Studies, in Japan.<\/p>\n\n\n\n

This paper explores how I, a novice advisor-teacher, approached the learning challenges and affective factors of a Japanese EFL high school student that emerged in three advising sessions, intentionally using advising strategies, techniques, and tools.  The paper begins with theoretical perspectives on ALL, followed by an overview of advising strategies, techniques, and tools, as well as affective factors in language learning. It then describes the advising context and the learner involved in this reflection. Next, extracts from each of the three sessions, translated from Japanese into English, are analyzed to examine how the use of advising strategies, techniques, and tools shaped the advisee\u2019s responses and reflective processes. The paper concludes with a reflective discussion of the sessions, focusing on both the learner\u2019s development and the advisor\u2019s emerging practice.<\/p>\n\n\n\n

Advising in Language Learning<\/strong><\/p>\n\n\n\n

Advising in Language Learning (ALL) is defined as \u201cthe process and practice of helping students to direct their own paths to become more effective and more autonomous language learners\u201d (Mynard & Carson, 2012, p. 4). Its aim is to foster learner autonomy through intentional reflective dialogue (IRD), in which the advisor helps the advisee reflect deeply on their learning process (Kato, 2012; Kato & Mynard, 2015). Studies on ALL (e.g., Shelton-Strong, 2022) found that students generally perceive advising as motivating, supportive, and beneficial, and that reflective dialogue with advisors can create an autonomy-supportive environment.<\/p>\n\n\n\n

In ALL, advisors play a central role by adhering to three core principles: \u201cFocus on the learner,\u201d \u201cKeep an open mind,\u201d and \u201cTake a neutral position\u201d (Kato & Mynard, 2015, p. 18). Building on these principles, Takahashi (2024) suggests that advisors need to cultivate meaningful relationships with their advisees by developing an understanding not only of learners\u2019 goals and backgrounds but also of individual factors such as motivation, beliefs, and affective states that surface during advising sessions. Similarly, Marzo\u00f1a (2024) emphasizes the importance of advisors becoming increasingly conscious of and sensitive to each learner\u2019s uniqueness. These perspectives highlight why the three principles are essential in ALL and how they guide advisors\u2019 interactions with learners in practice.<\/p>\n\n\n\n

Within this framework, IRD is recognized as a central element (Kato & Mynard, 2015; Mynard & Carson, 2012). Through IRD, advisors facilitate deeper learner reflection and promote metacognitive engagement. When used in combination with advising strategies, techniques and tools, described in the next section, IRD can further enhance the meaningfulness of advising sessions by enabling learners to externalize their thinking, evaluate their progress, and make informed decisions about their learning (Kato & Mynard, 2015). According to Takahashi (2024), IRD can help visualize learners\u2019 experiences, affective states, values, and beliefs, while also supporting mutual understanding and consideration of future learning.<\/p>\n\n\n\n

Advising Strategies, Techniques, and Tools<\/strong><\/p>\n\n\n\n

The RILAE advising course introduces a list of various advising strategies, techniques, and tools. While I mentioned those in the next sections, I choose to further describe the ones that emerged in the three advising sessions analyzed in this paper. <\/p>\n\n\n\n

Advising strategies and techniques<\/em><\/strong><\/p>\n\n\n\n

To facilitate learners\u2019 reflection and awareness of their learning processes, Kato and Mynard (2015) outline a range of advising strategies that encourage learners to reflect deeply on their learning, analyze their experiences, consider different perspectives, identify issues, and explore solutions for improvement as language learners. Among those advising strategies are repeating<\/em>, restating,<\/em> and summarizing<\/em>. Repeating<\/em> is a strategy that helps advisees feel heard, as the advisor echoes not only key phrases but also tone, intonation, and emotional expression. Restating<\/em> helps raise learners\u2019 awareness of their own situations while also allowing advisors to check their understanding of the advisee\u2019s intended meaning. Similarly, summarizing<\/em> supports the co-construction of a clearer and more coherent understanding of the advisee\u2019s circumstances through the clarification and confirmation of key points. Another core advising strategy is the use of powerful questions<\/em>, designed to stimulate reflection, promote deeper introspection, and foster new insights (Kato & Mynard, 2015). In practice, such questions can prompt learners to engage more actively with their learning, as shown by Alm and Fortin (2024), who found that they support proactive reflection and the development of concrete learning plans.<\/p>\n\n\n\n

The use of metaphors<\/em> can also be an effective advising strategy, as it enables learners to conceptualize their thoughts and emotions in new ways, thereby enhancing their self-awareness (Kato & Mynard, 2015). For example, in Hiney\u2019s study (2022, p. 59), a mountain\u2011climbing metaphor\u2014asking, \u201cIf your language learning was like climbing a mountain, how far up the mountain have you climbed?\u201d\u2014helped the advisee not only understand the reflective prompt but also visualize their progress by situating themselves at different stages of their English\u2011learning \u201cjourney,\u201d from the starting point to their current position. Similarly, positively framed what\u2011if<\/em> questions can support advisees in exploring alternative perspectives. For instance, when a learner focuses on negative outcomes of their presentation performance, an advisor may pose a question such as, \u201cWhat if your presentation went well?\u201d, encouraging the learner to consider a more positive possible outcome. As Kato and Mynard (2015) note, both metaphors<\/em> and what\u2011if<\/em> questions can broaden learners\u2019 viewpoints and be particularly useful when advisees feel constrained or uncertain about how to move forward.<\/p>\n\n\n\n

In addition to advising strategies, advisors intentionally use various techniques, such as eye-contact<\/em>, nodding<\/em>, or back-channeling<\/em> (Kato & Mynard, 2015). A technique that is often employed following reflective or powerful questions to allow learners time to process their thoughts is silence<\/em>. By creating space for silence, advisors support deeper reflection and give learners the opportunity to formulate their own responses. This practice can also demonstrate attentive listening and help advisees feel heard and supported (Kato & Mynard, 2015).<\/p>\n\n\n\n

Advising tools<\/em><\/strong><\/p>\n\n\n\n

Advising tools are mediational resources\u2014including visual frameworks, charts, and other reflective aids\u2014that advisors use to externalize learners\u2019 thinking, deepen reflection, and facilitate metacognitive and affective awareness (Mynard & Carson, 2012; Yamaguchi et al., 2019). These tools also enable advisors to guide advisees in making informed decisions about their learning, including formulating goals, selecting appropriate learning materials, and identifying effective strategies (Kato & Mynard, 2015; Mynard & Carson, 2012). An example of tools is the Goal-Setting Pyramid<\/em>, which can help learners deconstruct long\u2011term goals into smaller, attainable steps by organizing them within a pyramid-shaped framework that moves from distal to proximal objectives (Kato & Mynard, 2015). Another tool used in advising is the Wheel of Language Learning<\/em> (WLL) (Kato & Mynard, 2015; Polczynska, et al., 2023; Yamaguchi et al., 2019; Yamashita & Kato, 2012), which allows advisees to assess their satisfaction across several dimensions of language learning such as goal setting, learning materials, enjoyment in learning, motivation, learning strategy, and time management. The WLL has been shown to support deeper reflection and help learners identify areas for further development, particularly when used during the mid or later stages of advising (Yamaguchi et al., 2019). In addition, repeated use of the tool may facilitate ongoing self-evaluation (Ambinintsoa, 2020), and it has been associated with increased metacognitive awareness and the promotion of autonomous learning (Alm & Fortin, 2024).<\/p>\n\n\n\n

Affective Factors in Language Learning<\/strong><\/p>\n\n\n\n

While the previous section outlined the advising strategies, techniques, and tools employed during the sessions, it is also essential to consider the learner\u2019s affective state. Affect, a term encompassing feelings, emotions, and moods, may play a critical role in language learning, as these factors can both support and hinder learners\u2019 progress (Williams et al., 2015). Positive affective states tend to support engagement and facilitate learning, whereas negative affective states often impede them. Consequently, learners\u2019 awareness of their emotional experiences is central to successful learning and the development of learner autonomy (Benson, 2011). At the same time, teachers\u2019 sensitivity to these affective states is equally important for creating conditions that promote learning; however, affect is inherently complex, dynamic, and highly individualized, which makes it challenging to assess and address effectively (Williams et al., 2015).<\/p>\n\n\n\n

Among negative affective factors, anxiety has received substantial attention in language education. Communicating in a foreign language can be particularly stressful and may lead learners to experience reduced confidence, heightened anxiety, and frustration (Williams et al., 2015). Foreign language anxiety has been associated with factors such as low self-confidence, fear of evaluation, and communicative apprehension, with the fear of negative evaluation particularly intensifying anxiety among adolescent learners (Toubot et. al., 2018). Williams et al. (2015) describe \u201ctest anxiety\u201d (p. 88) as occurring before or during assessment situations, while Ayd\u0131n et al. (2020) identify contributing factors such as fear of failure, negative past experiences, and lack of self-confidence. Their findings suggest that, while test anxiety may motivate some learners, it can also reduce motivation and undermine self-confidence in others. Moreover, learners often rely on a limited range of strategies to cope with such anxiety. Furthermore, learners experiencing high levels of anxiety often demonstrate a lower willingness to communicate, which can hinder their progress (Qianqian & Caiga, 2024)<\/p>\n\n\n\n

Given these challenges, emotional support from teachers plays an important role in language learning. To effectively support learners, teachers need to foster positive affective experiences, mitigate anxiety, and promote constructive mindsets that enhance confidence in learning and assessment contexts (Toyama & Yamazaki, 2021). Within this broader context of supportive interaction, ALL represents a more structured approach to addressing learners\u2019 or advisees\u2019 affective needs. Yamashita (2015) highlights the importance of attending to advisees\u2019 feelings and emotions through reflective dialogue, emphasizing the relationship between affective states and learner autonomy. By establishing a trusting relationship and IRD, advisors can encourage learners to express their emotions openly, develop greater awareness of their affective states, and begin to regulate them. In this way, attending to affect\u2014particularly anxiety\u2014becomes a key aspect of supporting learner autonomy within advising contexts (Yamashita, 2015).<\/p>\n\n\n\n

My Advising Context<\/strong><\/p>\n\n\n\n

Based on the principles of ALL, I conducted three consecutive advising sessions with a Japanese EFL third-year high school student, intentionally employing advising strategies, techniques, and tools to support her current language learning goal. As her EFL and homeroom teacher for two years, I had already established rapport with her. This relationship provided a supportive foundation for the advising process.<\/p>\n\n\n\n

My advisee\u2019s short-term goal was to pass the Eiken Grade 2 examination\u2014an official English proficiency test in Japan corresponding to the intermediate level (CEFR B1) that assesses reading, writing, listening, and speaking. This certificate was required for her desired university application. Although she passed the first stage (reading, writing, and listening), she failed the interview and was preparing to retake it about two months after our first advising session. <\/p>\n\n\n\n

Within this context, my intention was to support both her autonomous learning and psychological readiness through advising. For this purpose, I invited her to participate voluntarily as my advisee in a series of advising sessions. The three fifty-minute sessions were conducted as out-of-class activities after school in an empty classroom. Arrangements were made jointly, and she provided informed consent for participation and the use of anonymized data for research and professional development.<\/p>\n\n\n\n

The First Advising Session <\/strong><\/p>\n\n\n\n

The aims were to gain a deeper understanding of the specific issues of language learning my advisee was struggling with, to help her recognize them, and consider possible solutions for achieving her goal of passing the Eiken Grade 2 interview test. Several key advising strategies, such as restating<\/em>, summarizing<\/em>, asking powerful questions<\/em>, and repeating<\/em>, were used, as illustrated in the four extracts below.<\/p>\n\n\n\n

Extract 1 <\/strong><\/p>\n\n\n\n

Student<\/em><\/strong>: Last time I took the test, and probably the part where I needed to describe four pictures, I think I didn\u2019t do well in that part. I am not sure, but probably I think so. I think so, Maybe. <\/em><\/p>\n\n\n\n

Advisor<\/em><\/strong>: I see. You mean you were not good at describing pictures in English, don\u2019t you? (Restating)<\/strong><\/em><\/p>\n\n\n\n

Student<\/em><\/strong>: Well, when I practiced with Greg <\/em>(a pseudonym for a teacher from Canada) before the test, it was all right. I am not sure if I did right in that part of the test. That’s what I think. At the test, the last question, No.4, I think I was able to answer the question. \u2026about having a dog. What does having a dog influence on children? I think I was able to answer it. So, if so, I guess No. 2 was not OK, probably. <\/em><\/p>\n\n\n\n

As Extract 1 illustrates, after I restated her comment, she began to reflect on how she had prepared for the test previously in detail. This prompted her to analyze both her learning process and her test performance\u2014exactly the kind of deeper reflection I had hoped to elicit. Her utterance also might indicate her lack of confidence by using \u201cI am not sure,\u201d \u201cI think,\u201d and \u201cI guess.\u201d I then explored why she had not performed well on the test, despite having prepared effectively by applying a powerful question as seen in Extract 2.<\/p>\n\n\n\n

Extract 2<\/strong><\/p>\n\n\n\n

Advisor<\/em><\/strong>: You didn\u2019t do well on the test. What do you think is the reason? Why didn\u2019t you do well? (Powerful Questions) <\/strong><\/em><\/p>\n\n\n\n

Student<\/em><\/strong>: Well\u2026well. I might have said strange sentences. That’s a picture of a jumping dolphin. Ah, jumping\u2026. I said three sentences or so. I heard that two sentences are enough to describe one picture, but I added more. I guess that might be. Mmm (Silence for five seconds) …… In the reading part of the first question, I guess I was able to read the passage correctly and smoothly. (Silence for two seconds) I don\u2019t know what my problem was. <\/em><\/p>\n\n\n\n

After the powerful question in Extract 2, inviting deeper reflection on her performance, her response became noticeably longer and included several pauses. These pauses suggested that she needed time to process her thoughts and articulate her analysis of the previous test performance. The silence appeared to provide a space for reflection, with her responses becoming more considered over time. She eventually stated uncertainty about the source of her difficulties, indicating a more critical examination of her situation. Extract 3 also shows some silent moments after asking a powerful question about how to use the next two months to prepare for the interview.  <\/p>\n\n\n\n

Extract 3 <\/strong><\/p>\n\n\n\n

Advisor<\/em><\/strong>: The next exam is at the beginning of July. You have about two months to go, so what are you going to do within two months? What and how? (Powerful questions<\/strong>)<\/em><\/p>\n\n\n\n

Student<\/em><\/strong>: Mm, last time I practiced a lot for the interview test, I thought I was ready to go, but (Silence for five seconds) I wasn\u2019t. It was like I had completed practicing all the past exam questions. (Silence for three seconds) What should I do? <\/em><\/p>\n\n\n\n

Although I found it somewhat difficult to allow the silence to continue, I came to understand that these pauses were valuable moments in which she was thinking deeply about her answers to the powerful questions. She then asked herself, \u201cWhat should I do?\u201d, which may indicate that she was beginning to consider actions needed to pass the interview, though without a concrete plan. As shown in Extract 4, she subsequently articulated possible actions for preparing for the interview while responding to the questions.<\/p>\n\n\n\n

Extract 4 <\/strong><\/p>\n\n\n\n

 Advisor<\/em><\/strong>: You still have about two months for the test. How often or how much will you do for the test? How many times a week, and how much time do you study every day? (Powerful questions)<\/strong><\/em><\/p>\n\n\n\n

Student<\/em><\/strong>: From today, every day, I will learn ten English vocabulary. Ten might be hard, maybe five words. I guess I can work on and remember five to ten words every day. <\/em><\/p>\n\n\n\n

Advisor<\/em><\/strong>: OK, so when do you learn five or ten words? <\/em><\/p>\n\n\n\n

Student<\/em><\/strong>: At night.<\/em><\/p>\n\n\n\n

Advisor<\/em><\/strong>: At night. (Repeating)<\/strong><\/em><\/p>\n\n\n\n

Student<\/em><\/strong>: I usually study at night. <\/em><\/p>\n\n\n\n

Advisor<\/em><\/strong>: I see, so after getting home from school, you will study at home, at least 5 words each day. (Summarizing)<\/strong><\/em><\/p>\n\n\n\n

Student<\/em><\/strong>: Yes.<\/em><\/p>\n\n\n\n

Advisor<\/em><\/strong>: Every day, do you do this? (Powerful question)<\/strong><\/em><\/p>\n\n\n\n

Student<\/em><\/strong>: Yes. I\u2019ll do my best. (Laugh)<\/em><\/p>\n\n\n\n

Advisor<\/em><\/strong>: OK. I see. So, you have about two months before the test, and you will do this for one or two weeks, then why don\u2019t you check how many words you can gain?<\/em><\/p>\n\n\n\n

Student<\/em><\/strong>: Yes. <\/em><\/p>\n\n\n\n

Advisor<\/em><\/strong>: From today, please do it a little by little. It might be difficult to learn 20 words in a day, so you said you would work on 5 to 10 words every day (Summarizing<\/strong>). Please tell me if it works or not after one or two weeks.<\/em><\/p>\n\n\n\n

Student<\/em><\/strong>: Yes. I must do it every day, because I said so.  <\/em><\/p>\n\n\n\n

I asked several questions to help make the actions she would take to prepare for the exam more concrete. She initially planned to learn ten words every day, but she revised this goal to five, which may suggest that while she appeared to be motivated to expand her vocabulary, the original goal seemed too demanding. Adjusting it allowed her to adopt a more feasible plan.<\/p>\n\n\n\n

At the end of Extract 4, she stated \u201cI must do it every day because I said so,\u201d which may indicate emerging responsibility for her learning and an initial step toward autonomy. This moment also suggests that her decision-making, supported by powerful questions, may have contributed to this development.<\/p>\n\n\n\n

Throughout the session, strategies such as restating<\/em>, summarizing<\/em>, and powerful<\/em> questions<\/em>, appeared to facilitate deeper reflection, encouraging her to elaborate on her experiences and articulate her thinking. In addition, the intentional use of such strategies appeared to support her in making her own decisions and uncovering insights she might not have reached independently.<\/p>\n\n\n\n

The Second Advising Session<\/strong><\/p>\n\n\n\n

The second session took place about six weeks after the first session and one week before the Eiken Grade 2 interview, a timing I considered important for her mental preparation. During this session, I used several advising strategies and tools to support her learning. One of the tools used was the Goal-Setting Pyramid (Kato & Mynard, 2015), as shown in Extract 5 and Appendix A. As she had previously completed this tool during the midterm exam period, I first presented her earlier pyramid (the left pyramid in Appendix A) to review her prior goals. The pyramid represents a hierarchical structure, progressing from long\u2011term goals at the top to specific actions at the bottom. In her initial pyramid, the top level reflected her long\u2011term goal of passing the Eiken Grade 2 exam and entering university, while the intermediate levels outlined the skills and preparations required to achieve this goal, such as improving speaking ability, expanding vocabulary, and practicing interview responses. The bottom level included concrete actions she identified, such as learning five new vocabulary items each day and practicing writing in English.<\/p>\n\n\n\n

I then asked her to complete a new pyramid (the right pyramid in Appendix A) and explain it in her own words to encourage reflection. This process prompted her to reconsider her goals and any changes since the previous session. As shown in the right pyramid, passing the Eiken Grade 2 exam emerged as an immediate short\u2011term goal, suggesting a shift in how she structured and prioritized her learning objectives. Following this activity, I asked additional questions to explore how prepared she felt for the upcoming interview.<\/p>\n\n\n\n

Extract 5<\/strong><\/p>\n\n\n\n

Advisor<\/em><\/strong>: So now, your current goal or short-term goal is to pass the Eiken Grade 2 Interview test, right? If you are climbing the mountain, where do you think you are at now? (Metaphor)<\/strong><\/em><\/strong><\/p>\n\n\n\n

Student<\/em><\/strong>: Mmmm, can I use this? (Indicating the goal-setting pyramid and asking if she can use the pyramid as a mountain to answer the advisor teacher\u2019s question.)<\/em><\/p>\n\n\n\n

Advisor<\/em><\/strong>: Sure.<\/em><\/p>\n\n\n\n

Student<\/em><\/strong>: Around this point. <\/em>(as indicated by the small blue circle around the eighth level of the left goal\u2011setting pyramid in Appendix A)<\/em><\/p>\n\n\n\n

Advisor<\/em><\/strong>: OK. Around this point. So, you can already see the peak ahead, and you are steadily moving toward it, right? (Metaphor)<\/strong><\/em><\/strong><\/p>\n\n\n\n

Student<\/em><\/strong>: Yes. I guess whether I can reach the summit or not depends on how I feel about it and my mindset, because I failed the test last time. I failed last time, \u2026 so how I feel\u2026. my feeling \u2026, I guess that\u2019s my feeling. The part that my heart sinks.<\/em><\/p>\n\n\n\n

Advisor<\/em><\/strong>: OK. You think your heart still sinks, don\u2019t you? So, how do you think you can get over it? (Powerful question)<\/strong><\/em><\/em><\/p>\n\n\n\n

Student<\/em><\/strong>: Mmmm. I think I have to practice a lot. That\u2019s what I think, but \u2026..The last time I practiced a lot for the test, but I failed\u2026. Mmmmmm\u2026I need to do what I should do, and by doing so, I have to be more confident.<\/em><\/p>\n\n\n\n

In response to the first mountain-metaphor question, the learner drew on her goal-setting pyramid<\/em> to express her readiness for the interview\u2014an approach I had not anticipated. I noticed that using this visual representation seemed to support her expression and helped me understand her perceived progress. She then located herself at approximately the \u201ceighth level\u201d of the mountain, suggesting she viewed herself as nearing her goal. However, her response to the second question may indicate that managing negative emotions was a key challenge in reaching the summit. Her answers also suggested a belief that increased practice was needed to build confidence and reduce anxiety.<\/p>\n\n\n\n

At this stage, it appeared that her lack of confidence and persistent fear of failure were negatively influencing her mindset. In response, as shown in Extract 6, I intentionally shifted the focus of the latter part of the session toward exploring and reinforcing her positive emotions.<\/p>\n\n\n\n

Extract 6<\/strong><\/p>\n\n\n\n

Advisor<\/em><\/strong>: If you passed the test, what would your future self say to your current self? (What-if question)<\/strong><\/em><\/em><\/strong><\/p>\n\n\n\n

Student<\/em><\/strong>: To my current self? Mmm\u2026 my current self. (Silence for about seven seconds) \u201cDon\u2019t be so nervous.\u201d I would think I didn\u2019t need to be so nervous. (Laughing) <\/em><\/em><\/p>\n\n\n\n

Advisor<\/em><\/strong>: OK. OK. At this moment, you think you don\u2019t have to be nervous. <\/em><\/em><\/p>\n\n\n\n

Student<\/em><\/strong>: I think I am nervous, more nervous than necessary. (Silence for eight seconds)<\/em><\/em><\/p>\n\n\n\n

Advisor<\/em><\/strong>: So, what will be a reward for you if you finish the test without being nervous? (What-if question)<\/strong><\/em><\/p>\n\n\n\n

Student<\/em><\/strong>: Ah, Mom, I asked Mom to go out for dinner somewhere, at a nice restaurant. <\/em><\/em><\/p>\n\n\n\n

After my initial what-if<\/em> question (Extract 6), she paused for approximately seven seconds, suggesting she was reorganizing her thoughts before responding. Her answer revealed underlying anxiety: her imagined future-self advised her present self not to worry excessively, pointing to her nervousness about the test. The question appeared to prompt a shift in perspective, allowing her to articulate these concerns more clearly. I then introduced a second, more positively framed what-if<\/em> question to encourage a more constructive outlook, though it also led me to consider whether alternative questions might have better supported her confidence and positive emotions.<\/p>\n\n\n\n

What was particularly noteworthy in the second session was her recognition that affective factors played a central role in her anticipated performance. Despite positioning herself close to success, she appeared influenced by negative emotions and the lingering effects of a previous failure, which may have limited her confidence.<\/p>\n\n\n\n

The Third Advising Session<\/strong><\/p>\n\n\n\n

The third session took place after the advisee had passed the Eiken Grade 2 interview. To review her learning process leading up to the exam and explore her satisfaction, I introduced the WLL, <\/em>which is designed to help her clarify the levels of satisfaction with her learning across eight categories: goal setting, motivation, time management, learning materials, proactive attitudes, collaboration, English skills, and English proficiency (see Appendix B). After completing it, she suggested that she might need to devote more time to improving her English\u2014particularly vocabulary and communication skills\u2014before entering university in order to keep up with future coursework (see Extract 7).<\/p>\n\n\n\n

Extract 7<\/strong><\/p>\n\n\n\n

Student<\/em><\/strong>: I will have to study a lot at the university, and I think I should start preparing for it now. Otherwise, I will not be able to keep up with studying at the university. <\/em><\/p>\n\n\n\n

Advisor<\/em><\/strong>: Mmm. I see. So, for example, if there were an empty glass here, (Drawing an empty glass on the paper), how much water you already have in a glass of your English skills? (Metaphor)<\/strong> Is it like this amount? (Drawing a line of about 20 % of a glass based on her WLL), and your motivation toward English learning is like this amount of the glass (Drawing a line of about 80 % of another glass based on her WLL). So now, your anxiety, how much is the water in a glass of your anxiety now? (Metaphor)<\/strong><\/em><\/p>\n\n\n\n

Student<\/em><\/strong>: Water is overflowing.<\/em><\/p>\n\n\n\n

Advisor<\/em><\/strong>: Overflowing? Overflowing.<\/em><\/p>\n\n\n\n

Student<\/em><\/strong>: Yes, overflowing. Because\u2026 if my English skills and other elements filled my glass, I could remove my anxiety. <\/em><\/p>\n\n\n\n

At the beginning of the session, I assumed that she would feel satisfied with her success, given the effort she had made to prepare for the exam outside the classroom and the advantage it provided in applying to her preferred university. However, her unevenly shaped WLL<\/em> (see Appendix B) suggested otherwise. Although she appeared motivated to continue learning English, her self-evaluation of time management and overall proficiency was relatively low, which may have contributed to lower confidence and increased anxiety about her future studies.<\/p>\n\n\n\n

To help clarify her thoughts and emotions\u2014particularly the gap between motivation, perceived proficiency, and anxiety\u2014I introduced metaphor questions using a drawing of an empty glass, as seen in excerpt 7. Describing the glass as \u201coverflowing with anxiety\u201d seemed to indicate the extent of her concern about university and her difficulty managing these feelings. With the support of visual aids, her emotional state became more visible, which appeared to facilitate shared understanding between advisor and advisee. We then discussed how her anxiety might be reduced, as shown in Extract 8.<\/p>\n\n\n\n

Extract 8<\/strong><\/p>\n\n\n\n

Student<\/em><\/strong>: I think that it would be all right if I could communicate in English without any problems, but I don\u2019t have enough skills now, mmm so even if I have enough motivation, my anxiety overflows the glass. <\/em><\/p>\n\n\n\n

Advisor<\/em><\/strong>: So, does that mean you need to fill the gap between your motivation and your English skills? (Summarizing)<\/strong><\/em><\/p>\n\n\n\n

Student<\/em><\/strong>: Yes. <\/em><\/p>\n\n\n\n

Advisor<\/em><\/strong>: You have high motivation, but you think your skills are not enough, and you think you need to fill the gap. And if you could do it, your anxiety might be removed. (Restating)<\/strong><\/em><\/p>\n\n\n\n

Student<\/em><\/strong>: Yes. <\/em><\/p>\n\n\n\n

Advisor<\/em><\/strong>: If you get better English skills, your anxiety will decrease. Is that right? (Restating)<\/strong><\/em><\/p>\n\n\n\n

Student<\/em><\/strong>: Yes, so without learning, my anxiety would never go away.<\/em><\/p>\n\n\n\n

As the third session proceeded, she began to articulate her thoughts more clearly, recognizing that the gap between her motivation and her current English skills might be contributing to her anxiety. Through careful summarizing<\/em> and restating<\/em>, I aimed to align with her perspectives while supporting her in exploring ways to alleviate this anxiety. These strategies appeared to serve a dual function: confirming my understanding while helping her organize and make sense of her thoughts and emotions.<\/p>\n\n\n\n

In her final utterance (Extract 8), she suggested that continuing to learn English\u2014and consequently improving her skills\u2014could be one way to reduce anxiety and build confidence. This moment reinforced my understanding of the close connection between her emotional state and her language learning process.<\/p>\n\n\n\n

Self-Reflection on the Three Advising Sessions<\/strong><\/p>\n\n\n\n

Through my first experience conducting advising sessions and analyzing them, I gained valuable insights into both my advisee\u2019s learning process and my own development as a novice advisor. Throughout the sessions, I witnessed how advising strategies and tools may help my student identify her issues, visualize her situations, and recognize possible solutions on her own. Even small realizations indicated the potential impact of IRD (e.g., the advisee\u2019s decision to learn five new words daily).<\/p>\n\n\n\n

Across the sessions, I became especially aware of how affective factors, such as anxiety and feeling pressure, might have influenced my advisee\u2019s progress. Although she appeared to make efforts to study and occasionally address her challenges, new worries seemed to emerge, which may have diminished her confidence. These observations highlighted the importance of attending to learners\u2019 emotional states in ALL, as the advisee in this case appeared to struggle to manage her negative feelings.  Through advising, I also learned that creating a safe space for learners to reflect on and express their emotions may be indispensable.<\/p>\n\n\n\n

The use of advising strategies\u2014especially repeating<\/em>, restating, summarizing<\/em>, powerful questions<\/em>, and metaphors<\/em>\u2014 appeared to play an important role in making the advisee\u2019s inner thoughts visible. Metaphors, in particular, likely contributed to her articulating her emotional state with clarity. For example, when she described her anxiety as \u201coverflowing a glass,\u201d both of us gained a deeper understanding of the intensity of her worries about university study.<\/p>\n\n\n\n

Visual tools such as drawings, along with advising tools such as the goal-setting pyramid<\/em> and the WLL<\/em>, appeared to facilitate my advisee\u2019s reflection, enabling her to compare her emotional burden with her English proficiency and recognize gaps she needed to address. Specifically, the WLL<\/em> may have helped her identify her position in the language learning process and helped her to confront potential underlying issues related to her learning challenges.<\/p>\n\n\n\n

At the same time, these sessions also revealed areas in which I need to grow as an advisor. I often questioned myself whether I asked powerful questions at the most appropriate moments or whether I could have provided more positive feedback to support her confidence. Managing silence was particularly challenging; I sometimes struggled to give my advisee enough time to think and formulate her ideas. Since silence serves as an important advising strategy that fosters deeper reflection, I recognize the need to intentionally incorporate it into my practice. Additionally, deciding when and how to introduce metaphors or tools requires sensitivity, and I feel I still need more practice to develop sound judgment in these moments.<\/p>\n\n\n\n

Overall, these three sessions taught me that effective advising requires not only strategic use of strategies and tools but also a genuine commitment to understanding learners\u2019 emotional experiences. In this sense, the foundational principles of ALL\u2014\u201cFocus on the learner,\u201d \u201cKeep an open mind,\u201d and \u201cTake a neutral position\u201d (Kato & Mynard, 2015, p. 18)\u2014serve as essential guides for reflective and ethically grounded advising practice. By continuing to develop my sensitivity to these principles and refine my advising skills, I hope to better support learners as they develop greater autonomy, motivation, and self-awareness in their language learning trajectories.<\/p>\n\n\n\n

Conclusion <\/strong><\/p>\n\n\n\n

Developing autonomy requires learners to manage not only their learning practices but also their affective responses such as anxiety, nervousness, pressure, and stress, which can be among the most challenging aspects of language learning (Williams et al., 2015). As the literature emphasizes, affective awareness constitutes a foundational component of autonomous language learning (Benson, 2011; Kato & Mynard, 2015; Williams et al., 2015). Advising sessions can offer a first step in fostering this awareness by creating space for reflection on emotional experiences. Through regular sessions and IRD, drawing on the advisor\u2019s facilitative skills, learners may gradually develop the self-awareness needed to recognize and regulate these emotions (Kato & Mynard, 2015).<\/p>\n\n\n\n

At the same time, this reflective practice revealed several limitations. Sustained one-to-one advising is time-intensive and may be difficult to implement in high school contexts where institutional support is limited. In addition, this study is based on a single learner across three sessions, and the insights are therefore context-specific and not intended to be generalized. Even with these constraints, the case offers several valuable insights. First, the use of advising strategies, techniques, and tools, including visualization, appeared to help the advisee identify sources of anxiety and consider solutions independently. Second, IRD seemed to create space for my learner to make decisions about what and how to learn. Third, the advisor-teacher relationship and role in structuring dialogue while maintaining a non-directive stance appeared to be important in fostering both reflection and a sense of learner ownership.<\/p>\n\n\n\n

These insights have several implications for practice. In Japanese high\u2011school settings, where teachers often assume multiple roles, advising strategies, techniques, and tools could be incorporated in both formal advising sessions (e.g., individual meeting conducted outside the classroom) and everyday teacher\u2013student interactions to build trust and enhance affective awareness. For in- and pre-service teachers, novice advisors, and other educational stakeholders, this case highlights the importance of developing skills in managing silence, formulating reflective questions, and selecting appropriate tools, as well as the need for ongoing reflective practice. More broadly, adapting advising-informed approaches to context-specific constraints may offer one way to support learners\u2019 affective development alongside their academic progress.<\/p>\n\n\n\n

Notes on the contributor<\/strong><\/p>\n\n\n\n

Tomoko Noda is an assistant professor at Ibaraki Christian University, Japan. Prior to her current position, she gained extensive experience teaching English in Japanese high schools. She holds an M. A. in TESOL from Kanda University of International Studies and a certificate in Language Learning Advising from the Research Institute for Learner Autonomy Education (RILAE).<\/p>\n\n\n\n

References <\/strong><\/p>\n\n\n\n

Alm, A., & Fortin, M. (2024). Spinning the wheel of reflection: Facilitating language learning insights through advising. Relay Journal, 7<\/em>(2), 83\u201397. 
https:\/\/doi.org\/10.37237\/relay\/070203<\/a><\/p>\n\n\n\n

Ambinintsoa, D. V. (2020). Using an advising tool to help students go beyond \u201cjust learning\u201d, Relay Journal, 3<\/em>(2), 221\u2013228. https:\/\/doi.org\/10.37237\/relay\/030207<\/a><\/strong><\/p>\n\n\n\n

Aydin, S., Denkci Akka\u015f, F., T\u00fcrn\u00fck, T., Ba\u015ft\u00fcrk Beydilli, A., & Saydam, \u0130. (2020). Test anxiety among foreign language learners: A qualitative study. The Qualitative Report<\/em>, 25<\/em>(12), 4289\u20134309. <\/p>\n\n\n\n

https:\/\/doi.org\/10.46743\/2160-3715\/2020.4686<\/a><\/p>\n\n\n\n

Benson, P. (2011). Teaching and researching: Autonomy in language learning<\/em> (2nd ed.). Routledge. https:\/\/doi.org\/10.4324\/9781315833767<\/a><\/p>\n\n\n\n

Hiney, G. (2022). Helping a language learner gain self-confidence and awareness through advising. Relay Journal, 5<\/em>(1), 53\u201364. <\/p>\n\n\n\n

https:\/\/doi.org\/10.37237\/relay\/050105<\/a><\/p>\n\n\n\n

Kato, S. (2012). Professional development for learning advisors: Facilitating the intentional reflective dialogue. Studies in Self-Access Learning Journal, 3(1),<\/em> 74\u201392. https:\/\/doi.org\/10.37237\/030106<\/a><\/p>\n\n\n\n

Kato, S., & Mynard, J. (2015). Reflective dialogue: Advising in language learning.<\/em> Routledge. https:\/\/doi.org\/10.4324\/9781315739649<\/a>  <\/p>\n\n\n\n

Marzo\u00f1a, N. (2024). Nurturing self-direction: Reflections on guiding a student on university leave. Relay Journal, 7<\/em>(1), 30\u201336. <\/p>\n\n\n\n

https:\/\/doi.org\/10.37237\/relay\/070103<\/a><\/p>\n\n\n\n

Mynard, J., & Carson, L. (2012). Advising in language learning: Dialogue, tools and context. <\/em>Routledge. https:\/\/doi.org\/10.4324\/9781315833040<\/a><\/p>\n\n\n\n

Polczynska, M., Goncalves, J., & Castro, E. (2023). Fostering interactive reflection on language learning through the use of advising tools. In N. Curry, P. Lyon, & J. Mynard (Eds.), Promoting reflection on language learning: Lessons from a university setting<\/em> (pp. 291\u2013306). Multilingual Matters & Channel View Publications. https:\/\/doi.org\/10.2307\/jj.22679696.23<\/a><\/p>\n\n\n\n

Qianqian, Y., & Caiga, B. T. (2024). English as a foreign language (EFL) classroom anxiety, risk-taking behavior and willingness to communicate among Chinese college students. Asia Pacific J<\/em>ournal of Management and Sustainable Development, 12<\/em>, 47\u201361. https:\/\/doi.org\/10.70979\/PSVQ9948<\/a><\/p>\n\n\n\n

Shelton-Strong, S. J. (2022). Advising in language learning and the support of learners\u2019   basic psychological needs: A self-determination theory perspective. Language Teaching Research, 26<\/em>(5), 963\u2013985. https:\/\/doi.org\/10.1177\/1362168820912355<\/a><\/p>\n\n\n\n

Takahashi, J. (2024). Exploring individual differences in language learning: Insights from advising sessions with a multilingual language speaker. Relay Journal, 7<\/em>(2), 69\u201382. https:\/\/doi.org\/10.37237\/relay\/070202<\/a><\/p>\n\n\n\n

Toubot, A. M., Seng, G. H., & Abdullah, A. B. A. (2018). Examining levels and factors of speaking anxiety among EFL Libyan English undergraduate students. International Journal of Applied Linguistics and English Literature, 7<\/em>(5), 47\u201356. https:\/\/doi.org\/10.7575\/aiac.ijalel.v.7n.5p.47<\/a><\/p>\n\n\n\n

Toyama, M., & Yamazaki, Y. (2021). Classroom interventions and foreign language anxiety: A systematic review with narrative approach. Frontiers in Psychology<\/em>, 12<\/em>. https:\/\/doi.org\/10.3389\/fpsyg.2021.614184<\/a><\/p>\n\n\n\n

Williams, M., Mercer, S., & Ryan, S. (2015). Exploring psychology in language learning and teaching<\/em>. Oxford University Press.<\/p>\n\n\n\n

Yamaguchi, A., Hasegawa, Y., Kato, S., Lammons, E., McCarthy, T., Morrison, B. R., Mynard, J., Navarro, D., Takahashi, K., & Thornton, K. (2019). Creative tools that facilitate the advising process. In C. Ludwig, & J. Mynard (Eds.), Autonomy in language learning: Advising in action<\/em> (pp. 113\u2013136). Candlin & Mynard. https:\/\/doi.org\/10.47908\/01<\/a><\/p>\n\n\n\n

Yamashita, H. (2015). Affect and the development of learner autonomy through advising. Studies in Self-Access Learning Journal, 6(<\/em>1), 62\u201385. https:\/\/doi.org\/10.37237\/060105<\/a>  <\/p>\n\n\n\n

Yamashita, H., & Kato, S. (2012). The wheel of language learning: A tool to facilitate learner awareness, reflection and action. In J. Mynard, & L. Carson (Eds.), Advising in language learning: Dialogue, tools and context.<\/em> (pp. 164\u2013169). Routledge. https:\/\/doi.org\/10.4324\/9781315833040<\/a><\/p>\n\n\n\n

Appendices<\/strong><\/p>\n\n\n\n

Appendix A<\/em><\/p>\n\n\n\n

Goal-Setting Pyramids Completed by the Advisee<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Note.<\/em> Adapted from Kato and Mynard (2015). The left pyramid was completed during the midterm exam period, whereas the right pyramid was completed during the second advising session.<\/p>\n\n\n\n

Appendix B<\/em><\/p>\n\n\n\n

The Wheel of Language Learning Completed by the Advisee<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Note.<\/em> Adapted from Kato and Mynard (2015, p.42). The wheel was completed during the third advising session.      <\/p>\n\n\n\n

\n\n\n\n

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Tomoko Noda, Ibaraki Christian University, Japan Abstract This paper presents a reflective account of how a novice advisor\u2013teacher supported a Japanese EFL high school student through three consecutive advising sessions. Focusing on the learner\u2019s language-learning challenges and affective factors, particularly anxiety related to an English proficiency interview, the paper draws on how Advising in Language … Continue reading “Advising for Autonomy and Affective Support: Reflections from a High School Context”<\/span><\/a><\/p>\n","protected":false},"author":16,"featured_media":0,"parent":4255,"menu_order":0,"comment_status":"open","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/pages\/4288"}],"collection":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/users\/16"}],"replies":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/comments?post=4288"}],"version-history":[{"count":5,"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/pages\/4288\/revisions"}],"predecessor-version":[{"id":4337,"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/pages\/4288\/revisions\/4337"}],"up":[{"embeddable":true,"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/pages\/4255"}],"wp:attachment":[{"href":"https:\/\/kuis.kandagaigo.ac.jp\/relayjournal\/wp-json\/wp\/v2\/media?parent=4288"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}