The Motion of Emotion: Idiodynamic Case Studies of Learners' Foreign Language Anxiety

By T. Gregersen, P. Macintyre, Mario D. Meza. 2014

318 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f431af621d0ce1ccd250fd7af8115addad502240

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In Language and Linguistics

Citations in the corpus

Exploring the Fluctuations of Foreign Language Enjoyment in Conversation: An Idiodynamic Perspective (2018, methodology): “(2014) examined anxiety fluctuations using heart monitors (Gregersen et al., 2014) and Gregersen et al.”
Enjoyment and anxiety in second language communication: An idiodynamic approach (2018, background): “Gregersen, MacIntyre, and Meza (2014) assessed idiodynamic self-ratings of anxiety for oral presentations given in Spanish by native English speakers.”
Situated willingness to communicate in an L2: Interplay of individual characteristics and context (2018, background): “Denies, Yashima, & Janssen, 2015; MacIntyre & Charos, 1996; Liu & Jackson, 2008) and because it can be examined from a CDST perspective (Gregersen et al., 2014).”
Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross-Sectional and Longitudinal Study (2018, background): “More recently, certain scholars have argued in favor of a more holistic view of emotions, including the role of positive emotions in foreign language classrooms (Dewaele & MacIntyre, 2014; MacIntyre & Gregersen, 2014).”
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions (2020, unknown): “Gregersen et al. (2014) investigated variation in heart rate and ratings of state language anxiety over a three-minute period using an idiodynamic approach.”
Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC (2021, methodology): “Hien had prepared for the task by memorizing phrases, but anxiety increased and WTC dropped when she forgot the words (see Gregersen et al., 2014 for a classroom-based example of a similar event).”
Mindsets as sources of L2 speaking anxiety and self-confidence: the case of international teaching assistants in the U.S. (2021, unknown): “The dynamic approach includes research studies related to L2 anxiety and its continuous interaction with other factors such as linguistic abilities, physiological reactions, and pragmatics over time in contextualized settings (e.g., Gregersen, MacIntyre, and Meza 2014; MacIntyre and Serroul 2014).”
Language Teacher Immunity: A Double-Edged Sword (2015, background): “…of studies have used the framework of CT to investigate second language learning phenomena in ways that prioritize adaptive and developmental processes across various timescales (Larsen-Freeman 2006; de Bot et al. 2007; MacIntyre and Legatto 2011; Gregersen et al. 2014; Dörnyei et al. 2015).”