Capitalizing on Language Learners' Individuality

By T. Gregersen, P. Macintyre. 2014

158 citations recorded by the source corpus.

Introduction 1. Anxiety: From Premise - to Practice 2. Beliefs: From Premise - to Practice 3. Cognitive Abilities: From Premise - to Practice 4. Motivation: From Premise - to Practice 5. Learning Strategies: From Premise - to Practice 6. Learning Styles: From Premise - to Practice 7. Willingness to Communicate: From Premise - to Practice Epilogue

Subfields: Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/dd6ffe9a22b7058af0cd13d0c703372335a9c55d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Jean–Marc Dewaele
2. Kazuya Saito
3. A. Magdalena
4. Christina Gkonou
5. E. Miller
6. Ali H. Al-Hoorie
7. Phil Hiver
8. Saerom Yun

Citations in the corpus

• Love and enjoyment in context: four case studies of adolescent EFL learners (2018, unknown): “…research, inspired by positive psychology, has shifted its focus to positive emotions, shown to facilitate and enhance the language learning process (e.g., Dewaele & MacIntyre, 2014; MacIntyre & Gregersen, 2012a; Gregersen & MacIntyre, 2014; MacIntyre & Mercer, 2014; Oxford, 2014; Murphey, 2014).”
• ACADEMIC BUOYANCY (2018, background): “Research on the relationship between language anxiety and language achievement indicates a negative relationship (Gregersen & MacIntyre, 2014; MacIntyre & Gregersen, 2012): With few exceptions, elevated levels of anxiety result in lower performance and language achievement.”
• Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes (2019, unknown): “…that teachers directly influence FLE (Dewaele, Magdalena Franco & Saito, 2019; Dewaele, Witney, Saito & Dewaele, 2018) by facilitating learning, making learners more relaxed and receptive to learn new things (Dewaele & MacIntyre, 2016), and increasing attention (Gregersen & MacIntyre, 2014).”
• Caring and emotional labour: Language teachers’ engagement with anxious learners in private language school classrooms (2019, background): “Research has shown that students are likely to take more risks and engage in the interactional or learning practices that can promote their language proficiency when they can do so in non-threatening and friendly classroom environments (Dewaele & MacIntyre, 2016; Gregersen & MacIntyre, 2014).”
• Sixty Years of Language Motivation Research (2017, background): “For example, Gregersen and MacIntyre (2014) argue that neither are negative emotions always bad nor should researchers overlook positive emotions.”
• Investigating language learning strategies: Prospects, pitfalls and challenges (2019, unknown): “…with some factors coming into sharper focus, others at least temporarily falling out of favor with researchers, and others yet enjoying their continued attention, albeit being investigated from changing theoretical perspectives (see Pawlak, 2017; Dörnyei & Ryan, 2015; Gregersen & MacIntyre, 2014).”
• The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment (2019, background): “The central role of teachers in the classroom has also been investigated by education researchers (Arnold, 1999; Borg, 2006; Dewaele, 2015; Gkonou & Mercer, 2017, 2018; Gregersen & MacIntyre, 2014).”