摘要：Learning advising can play an important role in scaffolding the development of learner autonomy. While a classroom teacher might give advice to students about what and how to study, a learning advisor aims to help students to identify specific needs and create action plans to meet t heir goals. The teacher s and the learning advisor s can work hand - in - hand to encourage students to take responsibil i ty for their own learning. For this project, a communicative English course at a Japanese university was modified to include in - class advisin g sessions. D espi te having no English majors, there is a well - curated but underutilized Self Access Learning Center (SALC) that includes three learning advisors. S tudents are required to learn English but often have limited a wareness of the language learni ng process. The project was designed to increase learner awareness toward their individual learning goals , inform the teacher of students' goals , and increase student engagement with the SALC. This paper discusses the details of the course in the specific setting , as well as reactions from students, teachers , and learning advisors. The article also gives options for teachers who hop e to encourage learner autonomy but may not have access to learning advisors in their institution
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