FOSTERING UNIVERSITY STUDENTS’ EMOTIONAL WELL-BEING THROUGH PRACTICING COLLOCATIONS
The article is an exploration of the beneficial effects of creating a supportive classroom environment for a successful production of collocations. To understand the effects of a remarkable relationship between affective and cognitive characteristics, the action research underlines the significance of introducing well-selected strategies that could be implemented at English classes. A Self-Portrait Gallery, a primary activity, is considered to be the crucial element of the study. The article provides qualitative data, which were designed to enhance our understanding of creating opportunities for maximizing learners’ potential through learning collocations.