Attachment Theory: Insights Into Student Postures in Autonomous Language Learning

Denyze Toffoli (Université de Strasbourg, France)

This talk explores autonomy in language learning from an attachment perspective. It aims to determine the pertinence of attachment theory for language learning, especially in the contexts of self-access and out-of-class learning. It seeks evidence of the existence of adult attachment phenomena in university student self-report data.


English and Identity in the Experience of EFL Student-Teachers

Miriam Tashma-Baum (Givat-Washington Academic College of Education, Israel)

A qualitative research project investigating the meanings with which Israeli EFL student-teachers invest the concept of “English” reveals that the students’ professed love of the language involves their successful appropriation of facets of its languaculture for the enrichment of their self-identities, which nonetheless remain fundamentally rooted in their local habitus.


Emotions and Feelings in Self-Directed Language Counselling

Maria Giovanna Tassinari (Freie Universität Berlin, Germany)

Language counselling is a privileged space for addressing, beside the cognitive, the affective dimension of the learning process. Through a discourse analysis of counselling sessions in a higher education context, I investigate emotions and subjectivity in learners’ and counsellors’ discourse and illuminate individual and interpersonal dimensions of autonomous language learning.


Investigating the Effects of Collaborative Learning on Developing Learner Autonomy

Hiromi Tsuda (Meiji University, Japan)

The presentation reveals how collaborative learning develops learner autonomy of college students, based on a qualitative analysis of learners’ feedback comments and learning logs. The result shows that students cultivated their meta-cognition through interactive learning and were stimulated by “near peer role models” in the group to raise their motivation.


Emotion and Motivation – Not One Without the Other?

Freerkien Waninge (University of Nottingham, UK)

If L2 motivation is a result of the combined effort of motivational and affective factors, what happens when we find either lacking? How stable is a learner’s motivation without an affective component? The current study intends to answer these and similar questions, by means of a series of in-depth interviews.


Hard Drives and Moodboards: Divergent Learner Profiles and Teaching Strategies

Ruth Weiler & Petra Kletzenbauer (FH JOANNEUM University of Applied Sciences, Austria)

In this talk, we describe an empirical study which compares ICT and design students in terms of their language learning strategies and preferences based on Howard Gardner’s Multiple Intelligences theory (2006).In this context, learner profiles in form of a questionnaire are used to provide further insights into teaching.


Exploring Teacher Professional Identity through a 3A Research Framework: ‘Discontinuities’

Dorota Werbińska (Pomeranian Academy, Slupsk, Poland)

Focusing on ‘discontinuities’ experienced by teachers, the paper presents a longitudinal qualitative study on teacher professional identity. Teacher identity is explored through a 3A framework embracing: 1) Affiliation, standing for the choice of language teacher profession, 2) Autonomy, implying teachers’ agency and reflection, 3) Alignment, signifying teachers’ beliefs and practices.


A Relational Approach to Language Learning in Multilingual Couplehood

Soo Yeon Yim (University of Exeter, UK)

The talk aims to explore issues regarding the learning of second languages when two individuals from different linguistic backgrounds come together in romantic, intimate, and meaningful relationship. Different modes of language support and how these impact individual and couple linguistic identity will be examined.


L2 Selves and Motivation in China: A Large-Scale Study

Chenjing Julia You (University of Nottingham, UK)

Through the lens of the L2 Motivational Self System, this large-scale study examines whether future self-guides function as potent motivators for 10,413 Chinese learners’ L2 learning and particularly whether they can visualise future self images as competent language users as a whole and in different sub-populations.


How to Connect with the Introvert Language Learner

Lisa Zimmermann (University of Applied Sciences FH JOANNEUM, Austria)

The aim of this presentation is to show best-practice examples about how to connect with introvert learners in the ESL (English as a Second Language) classroom. After a short introduction different possibilities to help the introvert learner to succeed in the ESL classroom will be presented. The presenter based her findings on data gained through ten years of analysing learner types and of adjusting her teaching style to meet the needs of different learner types.