Tracking students’ autonomization through emotion traces in logbooks

Main Article Content

Anne Chateau
Peggy Candas

Abstract

Until relatively recently the impact of emotions on language learning has often been ignored and “the nature and contribution of positive emotions and beneficial emotional states deserves further attention” (Bown & White, 2010, p. 433). Our study focuses on a flexible language learning system that combines different elements: work in a virtual learning environment, group work, counselling sessions and a logbook. One of its objectives is to help students progress towards autonomy—defined as “the capacity to take control over one’s own learning” (Benson, 2011, p. 2)—in their learning of English. The logbook has been shown to be useful in helping students become conscious of the new role they have to play in such a system (Chateau & Zumbihl, 2012). A discourse analysis of 100 logbooks from the 2012-2013 cohort of students showed that the traces of emotions they contained could enable us to identify important steps in the development of autonomy, as well as make hypotheses on the links between emotions, students’ self-efficacy and the development of learner autonomy.

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How to Cite
Chateau, A., & Candas, P. (2015). Tracking students’ autonomization through emotion traces in logbooks. Studies in Second Language Learning and Teaching, 5(3), 395 - 408. https://doi.org/10.14746/ssllt.2015.5.3.3
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Articles
Author Biographies

Anne Chateau, Université de Lorraine - Campus Lettres et Sciences Humaines, 23 Boulevard Albert 1er - B.P. 3397 54015 NANCY CEDEX

anne.chateau@univ-lorraine.fr
Anne Chateau has been a Senior Lecturer in English for Specific Purposes (ESP) at Lorraine University, France for more than ten years. She teaches to nonspecialist students and is the director of the newly created UFR Lansad (Langues pour Spécialistes d'Autres Disciplines, http://www.univ-lorraine.fr/content/ufrlangues-pour-specialistes-dautres-disciplines-lansad). Besides ESP, her research interests at CRAPEL include autonomy, blended learning systems, the impact of emotions on learning as well as language learning with ICT.

Peggy Candas, Université de Lorraine - Campus Lettres et Sciences Humaines, 23 Boulevard Albert 1er - B.P. 3397 54015 NANCY CEDEX

peggy.candas@univ-lorraine.fr
Peggy Candas is a Senior Lecturer in English for specific purposes at Lorraine University, France and teaches to nonspecialist students. She is the director of the LRC Department of the UFR Lansad (Langues pour Spécialistes d'Autres Disciplines) and is a counsellor in its Language Resource Centres. Her research at CRAPEL revolves around learner autonomy: its definition via the study of learning trajectories and its development thanks to specific learning systems and tools.

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