Foreign language enjoyment and anxiety: The effect of teacher and learner variables

By Jean–Marc Dewaele, J. Witney, Kazuya Saito, Livia Dewaele. 2018

686 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/f30fe7299637b69f637cfb9382334c970cbc85af

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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).”
Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross-Sectional and Longitudinal Study (2018, result): “As described earlier, our recent descriptive studies (e.g., Dewaele et al., 2017) have revealed that what teachers do in classrooms can strongly stimulate student enjoyment (but not necessarily reduce their anxiety).”
Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings (2019, background): “The finding concerning L2 speaking anxiety adds support to the vast majority of L2 studies that have found a negative correlation between L2 speaking anxiety and L2 WTC inside the classroom (Cha & Kim, 2013; Denies et al., 2015; Dewaele et al., 2018; Hashimoto, 2002; Khajavy et al., 2016; Macintyre ”
Exploring Emotions in Language Teaching (2020, background): “Other researchers (e.g. Dewaele et al., 2017; Fredrickson and Losada, 2005) argue that positive emotions encourage curiosity, risk-taking, experimenting, willingness to interact and communicate in the new language, and support autonomous learning.”
A longitudinal study of foreign language anxiety and enjoyment (2021, methodology): “The relationship between FLE and FLA as two independent constructs has been confirmed by other studies (e.g. Dewaele & MacIntyre, 2019; Dewaele et al., 2018; Saito et al., 2018).”
The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement (2018, background): “Dewaele et al. (2017) aimed to find out to what extent FL classroom anxiety and enjoyment were affected by learner-internal variables and/or teacher and classroom-specific variables. The results indicated that some factors influenced both FL anxiety and enjoyment, however, to a different degree. For”
The Power to Improve: Effects of Multilingualism and Perceived Proficiency on Enjoyment and Anxiety in Foreign Language Learning (2020, background): “The study went on to advise that FL learning classrooms ought to strive to increase enjoyment in the learning process and not overly focus on decreasing FLA, as both emotions will be present in the FL classroom (Dewaele et al. 2018).”
Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis (2020, background): “…FL learning (MacIntyre, 2002; Scovel, 2000), empirical research addressing the impact of diverse emotions, especially positive emotions such as enjoyment, hope, or pride, on language learning has just begun to emerge (Dewaele, Witney, Saito, & Dewaele, 2018; Saito, Dewaele, Abe, & In'nami, 2018).”