Іntegrating mentoring and language coaching into research training: building reflective and autonomous scholars

Abstract

This article examines the strategic integration of academic mentoring and specialized language coaching into the research training of master's and doctoral students, championing a hybrid, learner-centered approach. Traditional models of academic supervision often prioritize expert control and prescriptive evaluation, a dynamic that can inadvertently limit student autonomy, reflective practice, and intrinsic motivation—factors critical for developing independent researchers.