1. Raising Awareness of Individual Differences
Ulrike Bavendiek

2. Introduction
Learners need language learning advice especially when not enrolled in a language class (with no regular access to a language learning expert).
A key aim in advising is to support students in their language learning and help them find the most effective and efficient way of doing so in a variety of learning environments (online, in self-access centres, in classroom contexts).
(Mozzon-McPherson, 2002)
Pre-sessional advice can be necessary to direct students to the appropriate language learning course, setting or technology.
Choosing the correct course is crucial for achievement and a positive, rewarding language learning experience.

3. Quizzes for language learning advice
The project aims to use a quiz to advise language learners.
The quiz will target individual difference variables that should influence the student’s choice of course.
The quiz aims to raise awareness of individual difference variables, such as learner characteristics , attitudes and circumstances, that may impact on language learning achievement.

4. Raising awareness of individual learner variables: Why?
As a pedagogical tool for students,
to advise and support them in finding the best course for them.
to manage expectations.
to inform them about the language learning process.
to pre-empt demotivating beliefs about language learning.
to shape beneficial language learning narratives.
to motivate language learners.
As a training tool for administrative staff,
to support students with knowledge and advice
As a reminder for lecturers, managers, policy makers and budget holders,
to develop realistic aims and objectives.
Language learning narratives (Doernyei and Ryan, 2015, The Psychology of the Language Learner Revisited).

5. Raising awareness of individual variables: When?
Before or during the enrolment process.
(Additional advice may be useful during and after the course, especially if students struggle or drop out.)
A second questionnaire will be developed to be used during the learning process, to guide and direct attitudes and motivations.

6. Raising awareness of individual variables: Who and where?
To be administered online and/or as a paper copy in Language Centres.
Learners will use them independently, no staff involvement needed.
The responses will inform the learners’ decisions and guide them towards the correct language course.

7. Raising awareness of individual variables: How?
Based on a questionnaire.
Each item comes with a short explanation of the importance of the variable for language learning.
Each item comes with a choice of answers.
Each answer is linked to a numerical value.
The overall score will be linked to a recommendation.

8. Raising awareness of individual variables: Which factors will be addressed?
1. Motivation -external motivation -internal motivation -motivational strategy 2. Background and experience -native language/s -language learning experience 3. Individual circumstances -time available 4. Language learning strategies
-external motivation/need
-internal motivation/enjoyment of language learning
-motivational strategy/vision
2. Background and experience
-native language/s/positive and negative transfer
-language learning experience/third/fourth etc. languages are learned more easily
3. Individual circumstances
-time available (first degree demands/caring responsibilities/hobbies)

9. Raising awareness of individual variables: Which differences will not be addressed in a quiz?
1. Language learning aptitude variables, such as working memory
2. Personality traits, such as age
The capacity to learn or acquire another language should be seen as universal.
Learner traits develop in response to the environment, evolve over time and interact with each other.
Simplistic ideas can demotivate learners or hinder the learning process.

10. Outlook
Quizzes on language learning aptitude and personality factors can be used to correct and shape narratives for sustained language learning effort.
Investigation especially into culturally bound narratives on language learning.

11. Questions
At what stage should information on the relevance of variables be given, during or after the quiz?
Which variables are crucial for finding the correct language course?

12. Thank you!
For more information, please contact
Ulrike Bavendiek

13. Bibliography
Dörnyei, Z. and S. Ryan (2015) The Psychology of the Language Learner Revisited New York: Routledge.
Grass, S.M. and Mackey, A. (2012) The Routledge Handbook of Second Language Acquisition, Hoboken: Taylor and Francis.
Lightbown, P.M. and Spada, N. (2013) 4th edition, How Languages are Learned Oxford: OUP.
Mozzon-McPherson, M. (2002) Language Advising LLAS Good Practice Guide, last accessed 04/01/2018.
Skehan, P. (1991) ‘Individual Differences in Second Language Learning’ in SSLA 13,