When emotion meets (meta)cognition in language learning histories

This chapter offers a view of the cognitive and affective aspects of language learning through students' introspective narratives about their learning histories. These narratives reflect “situated cognition”, in which learners are embedded in their own learning communities, which can be either nurturing or destructive. Some primary themes in the students' narratives are motivation, anxiety, self-esteem, learning styles, and learning strategies. Language learning histories can be very powerful sources of information for students and teachers alike.