The coronavirus pandemic (COVID-19) has dramatically transformed the education system all over the globe The Philippines is one of the countries in Southeast Asia that continues the battle with over 50,000 cases as of writing The country's education system which remained exclusively traditional and classroom-based has since been forced to adopt more modern approaches, either synchronous or asynchronous The sudden shift in learning mode on top of the rising apprehension of the situation prompted the need for an intervention Ten student volunteers of A1 level Italian classes in the University of the Philippines, who have transitioned from face-to-face instruction to self-access language learning, participated in the advising sessions The implementation of Advising in Language Learning (ALL) as an intervention has a three-point objective: to foster psychosocial support, to identify learner needs, and to track the students' learning progress Two advising sessions were conducted within the duration of the semester in which the students reported mainly personal, technical, and economic problems, the difficulty of learning a language remotely as compared to other subjects, and a combination of positive and negative feedback from the previous session that will greatly aid in the succeeding implementation of language advising in the Philippines

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语言建议作为COVID-19时代首次自助语言学习者的社会心理干预：菲律宾的经验教训

冠状病毒大流行（COVID-19）极大地改变了全球的教育体系。菲律宾是东南亚继续战斗的国家之一，截至撰写本文时，有50,000例病例。该国的教育体系仍然完全是传统的和课堂教学，自那时以来，该组织被迫采用同步或异步的更现代方法随着对情况的日益加深的关注，学习模式的突然转变促使需要干预。菲律宾大学的10名A1级意大利语班学生志愿者从面对面的教学过渡到自主学习的语言学习者，参加了咨询会议。作为干预措施，实施语言学习咨询（ALL）的目标是三点：促进社会心理支持，确定学习者的需求并跟踪学生的学习进度在学期内举行了两次咨询会议，其中学生主要报告了个人，技术和经济问题，即远程学习语言的困难与其他主题相比，上一届会议的正面和负面反馈相结合，将大大有助于菲律宾成功实施语言咨询以及上届会议的正面和负面反馈相结合，将大大有助于菲律宾成功实施语言咨询以及上届会议的正面和负面反馈相结合，将大大有助于菲律宾成功实施语言咨询