| Summary: | Currently lecturers have to rethink their English teaching approach due to university requirements as well as to changing students' profiles, needs and goals in the Lansad-sciences sector (language for specialists of other disciplines). In this paper we present two blended learning courses that we have designed for second-year master's students. We assume that focusing on the psycho-affective dimension is likely to help students change their views on language learning. Our module aims at providing better language efficacy and autonomy in their last year of university studies. The place held by autonomy in technical, methodological, social and language aspects is widely recognized in blended learning courses. By contrast psycho-affective, cognitive and metacognitive autonomy has not been investigated in all fields (Nissen, 2007). Based on the literature and our own experience, we have targeted the psycho-affective perspective, its role in the language learning process and in affective autonomy acquisition. In this paper, we will show how our blended learning courses contribute to developing affective autonomization in students. We will also stress the means that are likely to help them reach the goal. Finally we will see how the teacher's posture has been modified.
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