Accessing the Self in Self-Access Learning: Emotions and Feelings in Language Advising

• Main Authors: Maria Giovanna Tassinari, Maud Ciekanski
• Format: Article
• Language: English
• Published: Kanda University of International Studies 2013-12-01
• Series: Studies in Self-Access Learning Journal
• Subjects: earner autonomy; language advising; affect; emotions; self-directed learning; self-access language learning
• Online Access: http://sisaljournal.org/archives/dec13/tassinari_ciekanski
• ISSN: 2185-3762; 2185-3762

The importance of the affective dimension and the role of beliefs, self-efficacy and learners’ voices in language learning are recognized in the literature (Arnold, 1999; Brewer, 2006; Ogasa, 2010). Although emotions and feelings seem to play an important role in self-directed language learning (Bown & White, 2010; Candas & Eneau, 2010), little is still known about how to support the affective dimension throughout the self-directed learning process (Aoki, 1999). Clearly, the cognitive and the metacognitive, the subjective and affective dimensions of learning need to be addressed, in a self-access centre, in order to support learners on their road to autonomy. Language advising provides the appropriate arena for this. Within the professional and interpersonal relationship between advisors and learners (Ciekanski, 2007), it is easier to reflect on the affective implications of learning and to help learners to cope with them. Ongoing research into emotions and feelings in advising contexts shows that affect and subjectivity occupy a large proportion of learners’ (and advisors’) discourse. This paper makes a case for integrating reflection on the affective and subjective dimensions of learning, both in the research and in the practice of language advising.