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

Published online by Cambridge University Press:  01 January 2009

Beatriz de los Arcos ,
James A. Coleman  and
Regine Hampel
Beatriz de los Arcos
Affiliation:
Department of Languages, Faculty of Education and Language Studies, Stuart Hall Building, The Open University, Walton Hall, Milton Keynes MK7 6AA, UK (email: b.delosarcos@open.ac.uk, j.a.coleman@open.ac.uk, r.hampel@open.ac.uk)
James A. Coleman
Affiliation:
Department of Languages, Faculty of Education and Language Studies, Stuart Hall Building, The Open University, Walton Hall, Milton Keynes MK7 6AA, UK (email: b.delosarcos@open.ac.uk, j.a.coleman@open.ac.uk, r.hampel@open.ac.uk)
Regine Hampel
Affiliation:
Department of Languages, Faculty of Education and Language Studies, Stuart Hall Building, The Open University, Walton Hall, Milton Keynes MK7 6AA, UK (email: b.delosarcos@open.ac.uk, j.a.coleman@open.ac.uk, r.hampel@open.ac.uk)
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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.

Keywords

Distance language learninganxietyaudiographic conferencing
Type
Original Article
Information
ReCALL , Volume 21 , Issue 1 , January 2009 , pp. 3 - 17
Copyright
Copyright © European Association for Computer Assisted Language Learning 2009

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