This thesis deals with language advising in a classroom context. The theoretical part comprises of three sections; the first section portrays general attitude to learning English in the Czech Republic, the second introduces fundamental elements of advising in language learning and the third concentrates on the aspects closely connected to advising, such as learning styles and strategies. The practical part reviews a four-month collaboration with a group of English language learners at a secondary school. The key intention of the research is to stress the benefits of advising in language learning applied in a classroom context.