Learners’ anxiety in audiographic conferences: a discursive psychology approach to emotion talk

de los Arcos, Beatriz; Coleman, James A. and Hampel, Regine (2009). Learners’ anxiety in audiographic conferences: a discursive psychology approach to emotion talk. ReCALL, 21(1) pp. 3–17.

DOI: https://doi.org/10.1017/S0958344009000111

Abstract

Success and failure in language learning are partly determined by the learners’ ability to regulate their emotions. Negative feelings are more likely to frustrate progress, while positive ones make the task of learning a second language (L2) a more effective experience. To date no significant body of research has been carried out into the role of anxiety in the field of computer-assisted language learning (CALL). The present study adopts discursive psychology (DP) as its methodological approach to examine anxiety not as a psychological state, but as a social construct in the context of an audiographic conferencing tool. After interviewing a sample of learners of Spanish at the Open University (OU), our findings reveal a strong connection between emotion and learner beliefs.

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About

• Item ORO ID
• 14967
• Item Type
• Journal Item
• ISSN
• 0958-3440
• Keywords
• Distance language learning; anxiety; audiographic conferencing
• Academic Unit or School
• Institute of Educational Technology (IET)
  Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
  Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
  Faculty of Wellbeing, Education and Language Studies (WELS)
• Research Group
• Language & Literacies
• Copyright Holders
• © 2009 European Association for Computer Assisted Language Learning
• Depositing User
• Regine Hampel