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Emotions and Autonomy in Foreign Language Learning at University

Micòl Beseghi    Università di Parma    



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.

01 Luglio 2018
28 Agosto 2018
11 Settembre 2017

Keywords: Language advisingMotivationEmotionsLearner autonomy

Copyright: © 2018 Micòl Beseghi. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.