ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE

By Gholam Hassan Khajavy, P. Macintyre, Elyas Barabadi. Studies in Second Language Acquisition, 2017

356 citations recorded by the source corpus.

Subfields: Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d7ba3b3db145e8c011f71814ca259dabc81690a0

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Citations in the corpus

Informal digital learning of English and L2 willingness to communicate: roles of emotions, gender, and educational stage (2021, background): “…ﬂ uenced independently or conjointly by trait-like internal (e.g. con ﬁ dence and anxiety) and state-like external variables (e.g. interlocutor e ﬀ ect and classroom climate) (Dewaele 2019; Dewaele and Dewaele 2018; Khajavy, MacIntyre, and Barabadi 2018; Yashima, Zenuk-Nishide, and Shimizu 2004).”
Future selves, enjoyment and anxiety as predictors of L2 writing achievement (2021, background): “Although the significance of positive emotions in L2 learning is gaining momentum (e.g., Dewaele & Dewaele, 2017; Dewaele & Alfawzan, 2018; Khajavy et al., 2018) and there are studies that highlight the role of ideal L2 selves as the potential sources of L2 enjoyment (e.g., Papi & Khajavy, 2021;…”
Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021, methodology): “The Linnenbrink-Garcia et al.’s (2011) engagement scale was selected for its emphasis on the social and behavioral dimensions, which were the focus of the present study.”
The role of grit and classroom enjoyment in EFL learners’ willingness to communicate (2020, unknown): “In line with the movement toward the use of positive psychology in SLA (Dewaele and MacIntyre 2014; MacIntyre and Gregersen 2012; MacIntyre, Gregersen, and Mercer 2016), increasingly, more studies have shown that positive classroom environment is signi ﬁ cantly linked to L2 WTC in EFL classrooms amo”
Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students (2021, background): “…and Barabadi 2018; Li, Huang, and Li 2020) and di ﬀ erent aspects constituting classroom environment (e.g. teacher characteristics including teacher predictability, strictness, support, friendliness and their FL use) (e.g. Jiang 2020; Jiang and Dewaele 2019; Khajavy, MacIntyre, and Barabadi 2018).”
The Effect of Classroom Emotions, Attitudes Toward English, and Teacher Behavior on Willingness to Communicate Among English Foreign Language Learners (2019, background): “A similar interest in the dynamics of WTC led Khajavy et al. (2018) to conduct a multi-level investigation into the role of learners’ emotions (enjoyment and anxiety) and classroom environment on WTC of 1528 secondary school learners of English in Iran.”