The Influence of Learning Beliefs in Peer-advising Sessions: Promoting Independent Language Learning

This qualitative study was conducted in order to explore interaction between advisors and advisees in peer-advising sessions conducted with a view of promoting independent language study. The data was collected through observation, documentation, and interviews with a newly-trained and relatively inexperienced student peer-advisor. The data was transcribed and coded for closer analysis. The study revealed that the advice which the student advisor gave to peers was very much influenced by her own language study experience and beliefs, especially with regard to grammar-focused study and time-management methods. Moreover, the data offered a number of interesting observations, such as a feeling of relatedness between peers, and a conflict between being strict and being generous. In this article, the author will discuss the areas in which the student advisor’s own beliefs were most reflected in her advising. Other observations from the data will also be highlighted.