Advising in language learning (ALL) can be defined as “the process of helping someone become an effective, aware, and reflective language learner” (Kato & Mynard, 2016, p. 1). In order to promote learner autonomy, a learning advisor conducts an intentionally structured reflective dialogue, the purpose of which is to engage the learner in reflective processes so that the learner can reach a deeper sense of understanding and control of language learning (Carson & Mynard, 2012; Kato & Mynard, 2016). The main role of the learning advisor in this process is to “activate learners’ reflective processes through a one-to-one dialogue” (Kato & Mynard, 2016, p. 104). To encourage active and critical reflection, learning advisors need to be provided with proper training. The purpose of this paper is to explore the perceptions of the experienced English language teachers regarding the effectiveness of the learning advisory training program (LATP) they have attended and its effects on the teachers’ professional and personal lives. To achieve this aim, both quantitative and qualitative data were collected through questionnaires and interview findings. The results suggest that the teachers who attended the LATP developed a deeper awareness of how to promote learner autonomy.

中文翻译：

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英语教师对学习咨询培训计划 (LATP) 有效性的看法

语言学习建议 (ALL) 可以定义为“帮助某人成为有效、有意识和反思性的语言学习者的过程”（Kato & Mynard，2016 年，第 1 页）。为了促进学习者的自主性，学习顾问会进行有意识的结构化反思对话，其目的是让学习者参与反思过程，以便学习者能够更深入地理解和控制语言学习（Carson & Mynard， 2012；加藤和 Mynard，2016）。学习顾问在此过程中的主要作用是“通过一对一的对话激活学习者的反思过程”（Kato & Mynard，2016 年，第 104 页）。为了鼓励积极和批判性的反思，需要为学习顾问提供适当的培训。本文的目的是探讨经验丰富的英语教师对他们所参加的学习咨询培训计划 (LATP) 的有效性及其对教师职业和个人生活的影响的看法。为了实现这一目标，我们通过问卷调查和访谈结果收集了定量和定性数据。结果表明，参加 LATP 的教师对如何促进学习者自主性有了更深的认识。