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The Importance of Affective Factors in Self-Access Language Learning Courses
Author(s) -
Sergio Valdivia,
David McLoughlin,
Jo Mynard
Publication year - 2011
Publication title -
sisal journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.178
H-Index - 2
ISSN - 2185-3762
DOI - 10.37237/020206
Subject(s) - feeling , psychology , affect (linguistics) , autodidacticism , second language , language acquisition , cognitive psychology , social psychology , mathematics education , linguistics , communication , philosophy
In this short summary, we investigate the importance of learners’ emotional involvement in self-directed learning. We begin by briefly examining the literature related to affective factors in self-access language learning. We then describe two examples of institutions with self-access centres that place particular importance on affective factors in courses of self-directed study. The first example is in a university in Japan, where affective strategies are introduced through self-directed learning modules. The second example is in a university in Mexico, where educators are investigating how feelings about self-access language learning can change over time.

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