Learning to feel, feeling to learn: emotions, autonomy, and the validation of Control-Value Theory in language learning
This paper examines the relationship between emotional processes and learner autonomy in language acquisition. It assumes that the emotional dimension plays a central role in autonomy, linking emotions, metacognition, and self-directed learning. Drawing on affective neuroscience, the biology of cogn...
Shranjeno v:
| izdano v: | URI:https://journals.openedition.org/alsic, |
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| Auteurs principaux: | , |
| Format: | Article ou chapitre numérique |
| Jezik: | Anglais |
| Izdano: |
Alsic
2026
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| Teme: | |
| Online dostop: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Izvleček: | This paper examines the relationship between emotional processes and learner autonomy in language acquisition. It assumes that the emotional dimension plays a central role in autonomy, linking emotions, metacognition, and self-directed learning. Drawing on affective neuroscience, the biology of cognition, and applied linguistics, the study treats emotions as constitutive of becoming autonomous. Within this perspective, the Control‐Value Theory of Achievement Emotions (Pekrun, 2006) provides a conceptual framework for understanding how specific emotional experiences may either foster or hinder autonomous engagement. Building on the qualitative framework for applying the Control-Value Theory (CVT) to narrative data proposed by Ferro et al. (2026), the paper empirically tests this model by analysing Teletandem learning diaries. The analysis contributes to the discussion of how cultivating metacognitive awareness through practices that foreground affective dimensions can enhance autonomy development in language education. |
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