No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Fostering autonomy in university language students: a self-study programme
... In order to help students prepare for their English exam, 1 the Language Centre introduced a co-directed and autonomy-inspired learning programme (Holec 2009), which gives learners the opportunity to follow personalised learning paths according to their specific needs (Beseghi, Bertolotti 2012 and2016). The fundamental guiding principles of this programme are based on the idea that students can learn better if they are in control of and responsible for their own learning process (Benson 2011;Little 2007;Murray 2009 and. ...
... Indeed, the co-directed programme, as the name itself suggests, does not include teacher-based language lessons, but offers learning strategies and activities, which are provided in mini-lessons delivered by a teacher or language advisor both in class and online (on the university e-learning platform). Furthermore, regular one-to-one meetings with the language counsellors, small group workshops and mock tests throughout the learning programme contribute to making students more aware of their own personal progress and their individual needs (Beseghi, Bertolotti 2016). Indeed, the co-directed programme, which is not compulsory but voluntary, is complementary or alternative to classroom teaching, and aims to cater for situations where learning needs are too diverse to be satisfied by traditional methods. ...
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.
... In order to help students prepare for their English exam, 1 the Language Centre introduced a co-directed and autonomy-inspired learning programme (Holec 2009), which gives learners the opportunity to follow personalised learning paths according to their specific needs (Beseghi, Bertolotti 2012 and2016). The fundamental guiding principles of this programme are based on the idea that students can learn better if they are in control of and responsible for their own learning process (Benson 2011;Little 2007;Murray 2009 and. ...
... Indeed, the co-directed programme, as the name itself suggests, does not include teacher-based language lessons, but offers learning strategies and activities, which are provided in mini-lessons delivered by a teacher or language advisor both in class and online (on the university e-learning platform). Furthermore, regular one-to-one meetings with the language counsellors, small group workshops and mock tests throughout the learning programme contribute to making students more aware of their own personal progress and their individual needs (Beseghi, Bertolotti 2016). Indeed, the co-directed programme, which is not compulsory but voluntary, is complementary or alternative to classroom teaching, and aims to cater for situations where learning needs are too diverse to be satisfied by traditional methods. ...
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.
ResearchGate has not been able to resolve any references for this publication.