This paper describes a study which explores how advising sessions can enhance learner autonomy. The advising sessions between a Japanese university student and a Japanese teacher of English were recorded, transcribed and analyzed by the Japanese teacher. After the advising sessions, informal conversations were also conducted by them and they were also considered as materials to analyze. I will illustrate the potential benefits of the advising sessions in inducing action on advisee’s language learning through a case study of an EFL learner.
Yukie KATSURA (Mon,) studied this question.