Foreign Language Enjoyment and Foreign Language Classroom Anxiety

By Jean–Marc Dewaele, D. MacIntyre. 2016

128 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/726ff0792f9ff1a41c20b52cbb1488ffe2ed7e39

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Citations in the corpus

Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross-Sectional and Longitudinal Study (2018, background): “This three-factor structure reproduces the one uncovered by Dewaele and MacIntyre (2016).”
The two faces of Janus? Anxiety and enjoyment in the foreign language classroom (2014, background): “Dewaele and MacIntyre (2014) have argued that a lack of enjoyment, by itself, can be ambiguous; does it reflect boredom, hating the subject, the perceived irrelevance of the teacher and the peers, or something else?”
Does the effect of enjoyment outweigh that of anxiety in foreign language performance (2018, background): “Our results also show that more enjoyment is typically linked with less anxiety but that both can co-occur (Dewaele & MacIntyre, 2014, 2016; Dewaele et al., 2016).”
The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment (2019, background): “(FLCA), and taking into equal consideration learners’ positive emotions, foreign language enjoyment (FLE) (Dewaele & Li, 2018; Dewaele & MacIntyre, 2014; Dewaele et al., 2016; Saito et al., 2018).”
Foreign language enjoyment and anxiety: The effect of teacher and learner variables (2018, background): “Simona, a participant in Dewaele et al. (2016), reported such an ambiguous experience of high anxiety and high enjoyment: We were supposed to have a 2-minute speech before our peers and our professor on a topic we chose […] at first I was a bit nervous and felt my heart pounding, but it felt great…”
Exploring the Fluctuations of Foreign Language Enjoyment in Conversation: An Idiodynamic Perspective (2018, background): “Dewaele and Dewaele (2017) contend that this change over time also applies to foreign language enjoyment (FLE).”
The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation (2017, background): “In other words, pupils with high FLE may tend to experience lower FLCA but it is perfectly possible for pupils to experience both high FLCA and high FLE, or an absence of both (Dewaele et al., 2016).”
A longitudinal study of foreign language anxiety and enjoyment (2021, methodology): “The ensuing studies have shown the distinctness of the two emotions, their independence from each other, their unstable relationship (Dewaele & MacIntyre, 2014, 2016), as well as the effects of learners’ internal and exter-nal variables on them (e.g. Dewaele et al., 2018).”
Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021, methodology): “The scale was modified and validated in Chinese EFL context (n = 1,718), based upon the original scale developed by Dewaele and MacIntyre (2014, 2016) in an international FL context.”
Learner-internal and learner-external predictors of Willingness to Communicate in the FL Classroom (2018, background): “Dewaele and MacIntyre (2014) and Dewaele et al. (2016) had also found a positive link between age and FLE.”
The Predictive Power of Multicultural Personality Traits, Learner and Teacher Variables on Foreign Language Enjoyment and Anxiety (2019, background): “A good teacher in this context means somebody who can create a positive climate in the classroom, where learners are gently encouraged to participate, play, and experiment with the FL with little fear of stinging ridicule (Dewaele et al., 2016, 2017; Gregersen & MacIntyre, 2014).”