EL.LE
7 | 2 | 2018

EL.LE
7 | 2 | 2018

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chevron_rightLinguistics

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en

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chevron_right2280-6792

Online issue
Vol. 7 | Num. 2 | Luglio 2018

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EL.LE | 7 | 2 | 2018

Emotions and Autonomy in Foreign Language Learning at University

Micòl Beseghi
Università degli Studi di Parma, Italia
micol.beseghi@unipr.it

DOI 10.30687/ELLE/2280-6792/2018/02/003

Submitted 11 Sep 2017
Accepted 28 Aug 2018

Abstract

This article explores the role of emotions in foreign language learning at university level. Drawing on the recent literature regarding the affective dimension in language learning, it illustrates the ways in which students experience emotions in foreign language learning. Particular emphasis is given to the way in which students’ emotions, both positive and negative, emerge and change during their learning process. The article presents a study conducted among university students learning English in a co-directed and autonomy-inspired environment. Following a qualitative approach, students’ emotional expression was investigated, by means of individual advising sessions and group sessions, as well as in written form. The relationship between emotion, motivation and self-awareness in a semi-autonomous learning context was explored in order to consider the impact of the affective dimension on students’ progress and achievement.

Keywords
Emotions. Learner autonomy. Language advising. Motivation.

Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 International License 

Table of contents
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Campo DC Valore

dc.contributor.author

Beseghi Micòl

dc.title

Emotions and Autonomy in Foreign Language Learning at University

dc.type

Journal Article

dc.language.iso

en

dc.identifier.uri

http://doi.org/10.14277/ELLE/2280-6792/2018/02/003

dc.description.abstract

This article explores the role of emotions in foreign language learning at university level. Drawing on the recent literature regarding the affective dimension in language learning, it illustrates the ways in which students experience emotions in foreign language learning. Particular emphasis is given to the way in which students’ emotions, both positive and negative, emerge and change during their learning process. The article presents a study conducted among university students learning English in a co-directed and autonomy-inspired environment. Following a qualitative approach, students’ emotional expression was investigated, by means of individual advising sessions and group sessions, as well as in written form. The relationship between emotion, motivation and self-awareness in a semi-autonomous learning context was explored in order to consider the impact of the affective dimension on students’ progress and achievement.

dc.relation.ispartof

EL.LE

dc.relation.ispartof

Vol. 7 | Num. 2 | Luglio 2018

dc.publisher

Edizioni Ca’ Foscari - Digital Publishing

dc.date.issued

2018-07-01

dc.dateAccepted

2017-09-11

dc.dateSubmitted

2018-08-28

dc.identifier.issn

dc.identifier.eissn

2280-6792

dc.rights

Creative Commons 4.0 Attribution alone

dc.rights.uri

http://creativecommons.org/licenses/by/4.0/

dc.subject

Emotions

dc.subject

Learner autonomy

dc.subject

Language advising

dc.subject

Motivation

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