Exploring Perspectives of Language Advisors and Advisees About Language Advisors’ Roles in a Japanese University Context

The concept of roles of language/learning advisors (LAs) at self-access learning centers (SALCs) is often elusive. While some literature distinguishes LAs from language teachers (LTs), others argue that LAs fulfill multiple roles, including those of advisor, teacher, and coach despite the title “advisor.” Although there have been discussions about LAs’ roles from their perspectives, advisees’ viewpoints remain largely unexplored. Therefore, this study investigates the roles of LAs from both LAs’ and advisees’ perspectives. Utilizing Thompson’s (2017) Coaching Impact Model, which conceptualizes advising, teaching, mentoring, and coaching as a spectrum of shifting roles, this study examines how both LAs and their advisees perceive these roles. In the context of a Japanese university, semi-structured interviews were conducted with two LAs and four advisees to delve into their perceptions of LA roles. The findings revealed that advisees’ views of their LAs’ roles evolved as they became more autonomous in their learning. These findings suggest that LAs’ roles should not be confined to a single role. Instead, LAs could adapt their approach, shifting between the roles of advisor, teacher, mentor, and coach, depending on the advisee’s autonomy level.