2 Toward a Psychology of Well- Being for Language Learners: The ‘EMPATHICS’ Vision

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ACADEMIC BUOYANCY (2018, background): “…in the context of L2 learning anxiety is not unambiguously maladaptive (Gkonou, Daubney, & Dewaele, 2017) and may trigger a fight rather than flight response to academic setback and challenge, particularly when other more positive factors supervene in this psychological dimension (Oxford, 2016).”
The Predictive Power of Multicultural Personality Traits, Learner and Teacher Variables on Foreign Language Enjoyment and Anxiety (2019, methodology): “Oxford (2016), inspired by Positive Psychology, produced an overview of the factors that play a role in successful FL learning and teaching, interacting in complex and dynamic ways.”
The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment (2019, background): “Teachers who are friendly, positive, humorous, happy, well-organised, competent, enthusiastic about the FL, encouraging and considerate will boost their learners’ FLE (Arnold, 1999, 2011; Dewaele & MacIntyre, 2014; Oxford, 2016, 2017).”
Love and enjoyment in context: four case studies of adolescent EFL learners (2018, background): “As Oxford (2016) pointed out, studies focusing on positive emotions in language learning tended to lack contextualization.”