Mentoring and process writing in developing high school L2 learners’ autonomy

Student autonomy refers to learners’ ability to control their learning processes, make independent decisions, and regulate their learning activities. Recognized as a crucial aspect of language learning, autonomy empowers learners to engage actively with language tasks and fosters lifelong learning skills. In recent research on L2 teaching, developing learner autonomy has emerged as a key goal, aligning with contemporary educational paradigms that emphasize learner-centered approaches. This study explores the role of process writing and mentoring in cultivating autonomy among high school L2 learners. The research project implemented a mentoring initiative wherein six graduate students guided thirteen high school students in crafting academic essays stimulated by literary texts. Its primary objective was to enhance students’ academic skills, with emphasis on fostering learner autonomy. The qualitative data sources included post-writing reflective assignments, diaries used to document the process and participants’ reflections, both written by high school students, and a focus-group interview held with them. The findings indicate positive shifts in learner autonomy development, including better time management, enhanced self-reflection, and more skillful resource evaluation, combined with heightened awareness of academic writing practices among the participants.