Reflections on the emotional and psychological aspects of foreign language learning and use

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The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation (2017, background): “This reinforces the view expressed in Dewaele et al. (2016b) that teachers can be more effective in boosting FLE than in fighting FLCA.”
Love and enjoyment in context: four case studies of adolescent EFL learners (2018, unknown): “The positive emotion of love thus appeared to have been the driving force in this process (see Dewaele, 2011).”
The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment (2019, background): “It contributes to the creation of a positive, non-threatening atmosphere in the classroom which enhances students’ ability to absorb the FL (Dewaele, 2011, 2015).”
Unveiling the relationship between language learning beliefs, emotions, and identities (2015, background): “However, there are exceptions and several authors have recently begun to emphasize the inseparability of emotion and reason and the central role of emotions in the process of learning a language (Aragão, 2005, 2011; Dewaele, 2011; Garret & Young, 2009; Rajagopalan, 2004; Swain, 2013).”