Taking the inseparability of cognition and emotion (i.e., perezhivanie) into account, the study conducted classroom-based peer advising and explored advisees' perezhivanie through one semester. The participants were eight college students in Japan and reflected their cognitive-emotional processes. The findings focus on advisees' cognitive-emotional responses to their L2 learning through collaborative advising.
In the area of learner autonomy research, previous studies have confirmed the indispensability of both cognition and emotion (cf. Oxford, 2017), and in response to this trend, Advising in Language Learning (cf. Kato & Mynard, 2015) have sought insightful ways to offer emotional support as well as cognitive support to advisees in various settings (e.g., Tassinari, 2016; Yamashita, 2015). From a theoretical perspective, Sociocultural theory, there has also been an increasing discussion on perezhivanie as the dialectical unity of cognition and emotion, which is regarded as integral to L2 learning (e.g., Lantolf & Swain, 2019; Poehner & Swain, 2016). Taking these theoretical-practical discussions into account, it is crucial for advisors to offer holistic support. Within or beyond L2 classrooms, however, little study has been done to provide both advisors and advisees with new insights into collaborative advisory sessions, considering individual's perezhivanie. Therefore, to address this issue, this exploratory study investigates how L2 learners develop perezhivanie through classroom-based, peer advising with the use of some reflection tools. Eight Japanese learners of English have participated in this study. The current study was divided into two phases: the first one included several types of questionnaires to see emotions (e.g., Moriya & Ishizuka, 2019; Yasuda, 2015), and the second one included peer advisory sessions encouraging the participants to reflect on their own cognitive and emotional processes in addition to several tasks for reflection (e.g., Moriya, in press). These sessions were audio-recorded and lasted for one semester. To analyze multiple sources of data, I applied multiple qualitative methods as well as descriptive statistics to see situational and dynamic aspects of learners' perezhivanie. In the session, I will conclude by discussing some influences on their perezhivanie and potentials of holistic support within and/or beyond L2 classrooms.
