Do Girls Have All the Fun? Anxiety and Enjoyment in the Foreign Language Classroom

By Jean–Marc Dewaele, P. Macintyre, C. Boudreau, Livia Dewaele. 2016

241 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ddfdc05b05ff937bf968641fc1667375cec2b61d

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Citations in the corpus

Understanding Chinese high school students’ Foreign Language Enjoyment: Validation of the Chinese version of the Foreign Language Enjoyment scale (2018, unknown): “Flow occurs when one is highly engaged in a challenging task which makes him/her neither overwhelmed nor under-challenged (Oxford, 2015; Butler, 2017; MacIntyre, 2016; Dewaele & MacIntyre, 2016).”
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).”
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 dimensions of foreign language classroom enjoyment and their effect on foreign language achievement (2018, background): “…the score differences on individual items of FL classroom anxiety and enjoyment scales between female and male participants with varying educational and language backgrounds, Dewaele et al. (2016) investigated the effect of gender on specific indicators of FL classroom anxiety and enjoyment.”
ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE (2017, background): “Gender differences did not emerge with respect to enjoyment, which is inconsistent with prior research (Dewaele et al., 2016; Dewaele & MacIntyre, 2014), although a nonsignificant difference is difficult to interpret given the many differences between the studies.”
A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement (2019, methodology): “…(e.g. Pishghadam 2009; Zarafshan and Ardeshiri 2012; Shao, Yu, and Ji 2013; Yu, Shao, and Xiang 2015) and also empirically support the theoretical assumptions of the facilitative role of FLE in L2 learning (e.g. MacIntyre and Gregersen 2012a; Dewaele et al. 2016; Li, Jiang, and Dewaele 2018).”
The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment (2019, background): “For instance, students may present ambivalent feelings during the FL class, thus experiencing enjoyment from certain aspects and anxiety from others (Dewaele et al., 2016).”
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…”
Love and enjoyment in context: four case studies of adolescent EFL learners (2018, unknown): “Studies such as Dewaele and MacIntyre’s (2014) and Dewaele et al.’s (2016) have shown that there are gender differences regarding emotions in the foreign language classroom: it was found that the foreign language was more emotionally loaded for female participants.”
The relationship between incommensurable emotions and willingness to communicate in English as a foreign language: a multiple case study (2019, background): “It is thus perfectly possible to experience high levels of FLE and FLCA simultaneously (Dewaele et al., 2016).”
Exploring the Fluctuations of Foreign Language Enjoyment in Conversation: An Idiodynamic Perspective (2018, background): “Positive psychology aims to develop tools in order to build positive emotions (MacIntyre & Mercer, 2014) and move away from the impacts of negative emotions by putting more focus on positive ones such as FLE (Dewaele & MacIntyre, 2014; Dewaele et al., 2016).”