Language advising is a resource usually offered to support students who learn lamguages in an autonomous way. Affective factors that influence their learning process are often discussed during advising sessions. Since language advising is defined as a pedagogic tool, it focuses on language learning methods, materials and activities and its aim to make students more aware about and more efficient in how to self-regulate their learning. Advising sessions should ibe based on a reflective dialogue when both a student and an advisor collaborate and share their experience (Mynard, 2020). This presentation shows how motivation and feelings are addressed by various students in the English Autonomously course at Masaryk University. Data collected from a series of advising sessions in the course were analysed and interpreted using qualitative methods. The aim of the presentation is to evaluate how students get to control affective issues, such as „being afraid of catching phrases”, during their participation at the advising sessions.