Perceptions of students about language learning advising program: A case study

The present study seeks to reveal the perceptions of students in an English preparatory school regarding the effectiveness of the Learning Advisory Program (LAP) at a state university. Specifically, the study aims to investigate the efficacy of the LAP in terms of motivation, language learning strategies, goal-setting practices, and academic success. This is a case study carried out with mixed-method research. In the current study, both quantitative and qualitative data were collected from intermediate-level students who took advising sessions for 12 weeks offered by LAP Clubs in the LAP at a state university. The participants in the quantitative phase of the study were 50 students who voluntarily participated in the advising sessions twice a week for 12 weeks. In the qualitative phase of the study, eleven of the participants were interviewed by the researcher. The data collection tools were the Motivated Strategies for Learning Questionnaire (MSLQ), one-to-one interviews, and the achievement scores of the participants. The quantitative data were analyzed by using descriptive statistics. The questionnaire was conducted twice; before and after taking the advising sessions. The quantitative data results revealed that the LAP has increased the students' motivation level, improved their goal-setting practices, and enhanced their language learning strategies to some extent. Similarly, the results of the content analyses of the qualitative data revealed that the students' perceptions related to LAP were positive as they found it helpful for developing their motivation, setting goals, and determining learning strategies. On the other hand, according to the academic scores of participants at the end of sessions, it cannot be claimed there is a direct impact of advising sessions on the learners' academic success and these findings cannot be generalized. The study ends with recommendations for further research and practice.