Alison Koga, Sojo University<\/p>\n\n\n\n
Abstract<\/strong><\/p>\n\n\n\n This reflective essay examines an English advising session in which the planned use of the Goal Pyramid tool (Kato & Mynard, 2016, p. 40) developed into an unanticipated exploration of learner motivation, beliefs, and emotional engagement with language learning. Although the advisor initially intended to focus on structured goal setting, the conversation shifted in response to the advisee\u2019s candid admission of competing academic priorities and limited follow-through on previous study plans. Through open-ended questioning, reflective listening, and metaphor-based prompts, the advisor adapted the session to the learner\u2019s emerging perspectives rather than returning to the original goal-setting plan. This flexibility revealed a significant shift in the learner\u2019s understanding of English: Rather than viewing it primarily as an academic subject, he recognized it as a practical tool for accessing information and communicating with others. This realization appeared to strengthen his confidence and reshape his relationship with English. For the advisor, the experience highlighted how responsive dialogue can reveal underlying beliefs and motivations that may remain inaccessible through structured goal setting alone. The essay therefore explores the role of flexibility in advising and how allowing conversations to unfold organically can support learners in recognizing and articulating their own development.<\/p>\n\n\n\n Keywords<\/em>: language advising, learner mindset, motivation, learner autonomy, reflective practice<\/p>\n\n\n\n This essay begins by outlining my background as an educator and novice advisor, as well as introducing the advisee involved in this study. I have been teaching in Japan for nearly 20 years, including 10 years in a university setting, with approximately four of those years involving one-on-one skills development work with students. More recently, I was invited by the director of our department\u2019s Self-Access Learning Center (SALC) to join the advising team, which led me to begin formal training through advising courses offered by Research Institute for Learner Autonomy Education at Kanda University of International Studies. As part of this training, I conducted, recorded, and reflected on advising sessions with a student; this essay focuses specifically on my second session with that learner.<\/p>\n\n\n\n The advisee, Seiya (pseudonym), a 4th-year aeromechanical engineering major, was highly motivated to learn English for both personal and academic purposes. I was already familiar with Seiya through his work as a part-time staff member in the SALC, as well as through previous informal interactions, SALC events, and one-on-one skills development sessions. In our initial advising session, we spent time building rapport through discussion of Seiya\u2019s interests and hobbies, which gradually led to a conversation about his wish to improve his speaking skills. He explained that he often uses the chat feature on ChatGPT to practice speaking but would like to speak more to other people and overcome his shyness. By actively listening, allowing for time for the student to speak at his own pace, and then summarizing his existing learning practices, I was able to highlight the strategies he was already using, encouraging greater awareness of his own efforts and progress. The first session highlighted for me the importance of asking thoughtful questions, affirming learners\u2019 existing strategies, and supporting them in recognizing their own growth and development.<\/p>\n\n\n\n Entering the second session together, I planned for a review of our previous discussion, while also introducing the Goal Pyramid tool (Kato & Mynard, 2016, p. 40) to facilitate my discussion with my advisee. The Goal Pyramid is an advising tool where a student decides their \u201cdream goal,\u201d which is written at the top of the pyramid. Both student and advisor then work together to break down that goal into achievable skills, short-term goals, or an action plan for learning.<\/p>\n\n\n\n Before the session, I explained the concept simply to Seiya by stating that he would think of a \u201cdream goal\u201d for his English learning, and then we would work together to figure out what he could do to work towards that goal. I chose this tool intentionally, as I considered this student to be between the Becoming Aware<\/em> Phase <\/em>and the Transformation Phase<\/em> in the learning trajectory (Kato & Mynard, 2016, p. 13). The Becoming Aware Phaseis defined as when a learner is \u201cable to reflect on their own learning processes, but support is still necessary\u201d (Kato & Mynard, 2016, p. 13). On the other hand, the Transformation Phase is defined as when a learner is \u201clargely aware of their learning process and can control their learning and \u2018self-advise\u2019\u201d (Kato & Mynard, 2016, p. 13). Seiya had demonstrated self-awareness of his learning methods and limitations, but he still had concerns about whether he was studying effectively. For example, he knew that studying vocabulary from a textbook was unhelpful for him, but that watching Netflix in English was beneficial in his improvement. However, he lacked the confidence or self-reflection to see his improvements and how he was already employing various affective strategies towards his goal. I hoped the Goal Pyramid tool would help uncover a clearer sense of direction. However, the session unfolded in a more organic and meaningful way than I had anticipated by shifting in unexpected ways from goal setting to a discovery of motivation and how open reflective dialogue and active listening can reveal deeper learner mindsets.<\/p>\n\n\n\n We began the second session and before I could even ask about his current progress in relation to how we left off after the first session, Seiya confessed to me that he did not follow-up with his study plans from the last session: \u201cRecently, I don\u2019t use conversation lounge because I have a test in July, so I had to study math and physics. I hardly study English.\u201d (Where necessary, quotations have been paraphrased rather than presented verbatim to ensure clarity and to accurately convey the speaker\u2019s intended meaning.)<\/p>\n\n\n\n This statement shifted my next plans. Rather than viewing his statement as a lack of effort, I saw it as an opportunity to think about Seiya\u2019s priorities. I felt it could be beneficial for me to understand what was important for him before we could make a Goal Pyramid, so I asked him if studying English was a priority for him. He followed up by saying, \u201cMy dream is to be a native speaker.\u201d<\/p>\n\n\n\n With this statement, I panicked, worried that I might have already derailed our conversation by introducing the tool too early and asking him to think about a dream goal in preparation for the session. He was already bringing up his dream goal, when I was hoping to learn more about his priorities. I followed up after his statement and remained open and willing to allow the conversation to move on as organically and flexibly as possible. I asked him whether he was still using ChatGPT to practice speaking. He said that he did use it every day, but because he lacked skill in vocabulary, he was limited to simple topics even though he preferred to discuss current events and news. I summarized and repeated what he said, and he replied, \u201cI\u2019m studying from books, but I can\u2019t use the words I study. I just remembered this vocabulary and this word and take a quick test. But when talking, I can\u2019t use it when I talk.\u201d<\/p>\n\n\n\n This led me to ask how he had built the vocabulary he already possessed. He explained that he used books and studied them on the train but clarified, \u201cI\u2019m actually not good at English before. I hardly study.\u201d<\/p>\n\n\n\n I acknowledged his honesty and reframed his statement in a positive light, pointing out that his academic goals and dreams likely shaped how and when he studied by saying, \u201cThat\u2019s okay, I think. You\u2019re busy with your dreams of being a pilot and going to school for that. So, I think it\u2019s okay for you to have your priorities.\u201d<\/p>\n\n\n\n To dig deeper, I asked him to consider and list his priorities for me. He explained that the most important thing was his math research at university. For his second priority, he said it was English. I was surprised and concerned that he was just saying that for my benefit, but I learned later that that was not the case! He explained that his other priorities were physics and his own health. I summarized what he told me and then asked him why he felt math was the most important thing. Seiya explained that English was important to him too, but the math on his upcoming exam was more important to him at the time. I continued to attempt to dig deeper by then asking him how he felt when he studied math. He described math as exciting, especially when he solved problems. English, on the other hand, was more confusing:<\/p>\n\n\n S: When I solve the problem, I have \u201cyay!\u201d but English \u2026. I know I have to study English, but, actually, I dislike language subjects, even Japanese. I\u2019m not sure how to study English or Japanese. I don\u2019t have a motivate. Seiya\u2019s honesty about his emotional connection with language studies helped me shift into a more exploratory advising mode. My comments on the different nature of math and language learning\u2014that math usually has one correct answer, while language has multiple possible expressions and his agreement\u2014helped me to decide to make the emotional component more explicit:<\/p>\n\n\n A: What color do you imagine when you think about math? This moment felt particularly revealing. The color metaphor (Kato & Mynard, 2016, pp. 142\u2013144) popped into my mind at this moment because I understood Seiya\u2019s limitations with expressing himself in English and I felt that colors were a clear and simple way to describe emotion. His answer showed that although he had expressed earlier that he disliked English, this description of yellow as a happy color hinted at a more complex and perhaps more positive relationship with the language than he had previously admitted.<\/p>\n\n\n\n The most impactful moment of the session came shortly after this. Because he had used a \u201chappy\u201d color to describe how he thinks of English, I asked Seiya if he felt positive about math. He explained that he generally enjoyed math. However, he also expressed frustration when problems were difficult to solve. He said that he preferred to study math when he had the most energy, so he studied it in the morning: \u201cIf I\u2019m tired, I usually read a vocabulary book. And so I like English when I\u2019m tired.\u201d<\/p>\n\n\n\n This struck me as counterintuitive, so I asked him to explain further. He thought for a moment and said, \u201cI\u2019m thinking English is study in my junior high school, but now English is, I think English is not study. English is a tool.\u201d<\/p>\n\n\n\n This statement marked a profound shift in his mindset. When I asked him to elaborate on the difference between math and English, he explained that math was about solving problems, but reading English was about gaining information, like reading the newspaper. He attributed this perspective change to another advisor who had encouraged him to view English as a tool, and he noted that this way of thinking now felt natural to him:<\/p>\n\n\n A:So now you really believe English is a tool? This moment was when I realized that this student, who once expressed a strong dislike of English, had undergone a subtle but significant transformation in how he viewed the language. It was no longer a subject to study; English had become a medium for accessing knowledge and communication. This realization not only reshaped how I viewed him as a learner but also highlighted the impact of advising. By bringing up his view of English as a tool, it was clear that he had been impacted by a previous session with another advisor in which this realization became a key to his autonomy with English studies. Learners often hold deeply rooted beliefs about the nature of language learning that stem from prior educational experiences (Horwitz, 1987). For most of his educational career, he had considered English study as memorizing vocabulary and grammar for tests, but now he had changed his mindset.<\/p>\n\n\n\n We continued talking for a few more minutes, and at the end of the session I asked a hypothetical \u201cwhat if\u201d question to gauge Seiya\u2019s confidence in English:<\/p>\n\n\n A: What if you get a free ticket to America to go study from next week? Do you think you can handle it? This exchange reinforced the idea that the main hurdles preventing him from studying abroad were financial, not linguistic, or affective. His willingness and enthusiasm showed that he had the confidence as an English speaker, even if he was still unsure about his study methods.<\/p>\n\n\n\n Finally, at the end of the session, I returned to the Goal Pyramid once more. Through our discussion, we had already covered some of the ideas in the pyramid. Although we had not used it in a structured way as I had initially intended, I felt the tool could be used as a personal reflection tool that he could complete on his own. I explained each area of the pyramid, and I encouraged him to take it with him as a gentle invitation rather than a requirement.<\/p>\n\n\n\n Summary<\/strong><\/p>\n\n\n\n This advising session taught me the importance of flexibility, listening, and curiosity. While I initially felt uncertain when our discussion diverged from my original plan, I realized that meaningful advising often happens in these unexpected moments. It is best to be flexible. I knew this about teaching because in a classroom of 30 students anything can happen, and any kind of lesson plan should be handled more as guidelines. I have since learned that this works just as well for an advising session. Being prepared is important, but allowing oneself to be open to flexibility during a session is just as important. Through our discussion and by asking simple, but intentional, questions, Seiya opened up about his emotions and beliefs towards language learning. I allowed time for him to communicate with me at his own pace and reminded myself constantly that silence is okay and that the focus of the session was Seiya, not me as the advisor. He was honest about his priorities, and his honesty led to one of the most important moments of our session. I witnessed how my questioning led to the turning point of my discovery that Seiya, with the help of the guidance of another advisor, now views English as a practical tool. By being flexible with the flow of our session, listening to what Seiya had to say, and by being curious enough to ask questions about his emotional connections to English learning, I was reminded that advising is not about imposing structure but about helping learners uncover what they already know or feel.<\/p>\n\n\n\n If I were to repeat this session, there are several aspects I would approach differently or develop more fully. In particular, a greater use of more core advising skills, such as repeating and silence, may have yielded deeper reflection and richer insights from Seiya. As a novice advisor, I am still developing my ability to formulate effective reflective questions, and I recognize that had I allowed more space for silence and attentive listening, it might have enabled me to better understand Seiya\u2019s underlying insecurities and concerns. While he seemed satisfied with our sessions, I am aware that there were opportunities for more meaningful exploration that I did not fully realize.<\/p>\n\n\n\n At the same time, I remain grateful for the direction this session took and the valuable insight it provided into Seiya\u2019s learning journey. Moving forward, I aim to strengthen my ability to support learners in arriving at their own understandings, rather than offering interpretations on their behalf. For example, when Seiya reflected on his preference for math over English, I provided my own explanation for this difference; however, a more effective advising approach may have involved guiding him towards this realization through carefully constructed questions or the use of metaphor. Developing greater sensitivity in my listening and fostering reflective dialogue more intentionally will be key areas of focus in my continued growth as an advisor.<\/p>\n\n\n\n Notes on the Contributor<\/strong><\/p>\n\n\n\n Alison Koga is a Senior Assistant Professor and Learning Advisor at Sojo University in Kumamoto, Japan. She holds an MA in Education for Multilingual Learners and is interested in translanguaging pedagogy and learner autonomy. <\/p>\n\n\n\n References<\/strong><\/p>\n\n\n\n Horwitz, E. K. (1987). Surveying student beliefs about language learning. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning<\/em> (pp. 119\u2013129). Prentice-Hall.<\/p>\n\n\n\n Kato, S., & Mynard, J. (2016). Reflective dialogue: Advising in language learning<\/em>. Routledge. https:\/\/doi.org\/10.4324\/9781315739649<\/p>\n","protected":false},"excerpt":{"rendered":" Alison Koga, Sojo University Abstract This reflective essay examines an English advising session in which the planned use of the Goal Pyramid tool (Kato & Mynard, 2016, p. 40) developed into an unanticipated exploration of learner motivation, beliefs, and emotional engagement with language learning. 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A: So, I\u2019m thinking for you, math has a very clear answer. And that is why you can enjoy it?
S: Yes.
A: But English has grammar and sometimes many different grammar rules or kanji<\/em> can be read this way or meaning can change.
S: Yes.<\/p>\n\n\n
S: I think it\u2019s blue.
A: What about English?
S: Yellow. Yellow is happy. And my high school textbook is yellow.<\/p>\n\n\n
S: Yes.<\/p>\n\n\n
S: Okay, I go right now! I have brave.<\/p>\n\n\n