On the public citation graph
9 Foreign Language Enjoyment and Foreign Language Classroom Anxiety: The Right and Left Feet of the Language Learner
0 signed · 519 inferred · view as graph
Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.
Is this your work? Sign in with ORCID and put your name on the
claims that are yours.
Reference health. See whether every reference in this work resolves to a
known work and none has been retracted — and get a dated CiteStamped
badge you can embed.
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.2139/ssrn.4651559openalex-extracted
“This is Fish Talking??” Humor and Wit at Low Proficiency Levels in Small-Group Discussions in Japanese University Efl Classes
inferred← citeshttps://doi.org/10.2139/ssrn.4873610openalex-extracted
L2 Motivational Self System, Foreign Language Enjoyment as Predictors of Motivated Behavior
inferred← citeshttps://doi.org/10.2139/ssrn.4886419openalex-extracted
Enjoyment of Foreign Language Learning: A Systematic Review
inferred← citeshttps://doi.org/10.1002/9781394259670.ch10openalex-snapshot
Collecting and Analyzing Individual Differences Data in Foreign Language Learning
inferred← citeshttps://doi.org/10.1002/9781405198431.wbeal0011.pub2openalex-snapshot
Emotions and Language Learning
inferred← citeshttps://doi.org/10.1002/berj.4119openalex-snapshot
RETRACTED: Poe or Gemini for fostering writing skills in Japanese upper‐intermediate learners: Uncovering the consequences on positive emotions, boredom to write, academic self‐efficacy and writing development
inferred← citeshttps://doi.org/10.1002/berj.4187openalex-snapshot
RETRACTED: Reducing anxiety, promoting enjoyment and enhancing overall English proficiency: The impact of AI ‐assisted language learning in Chinese EFL contexts
inferred← citeshttps://doi.org/10.1002/pits.23076openalex-snapshot
Construction and validation of the foreign language learning enjoyment scale
inferred← citeshttps://doi.org/10.1002/pits.23520openalex-snapshot
Perceived Teacher Clarity and Willingness to Communicate in L2: The Mediating Effect of Enjoyment
inferred← citeshttps://doi.org/10.1002/rev3.70033openalex-snapshot
Does self‐regulation in student and teacher interactions in online learning environments predict foreign language anxiety and enjoyment?
inferred← citeshttps://doi.org/10.1002/tesq.580openalex-snapshot
An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital
inferred← citeshttps://doi.org/10.1002/tesq.70201openalex-snapshot
The Longitudinal Relationship Between Language Learning Enjoyment and Out‐of‐Class Exposure: A Random‐Intercept Cross‐Lagged Panel Analysis of Junior Secondary School English Learners
inferred← citeshttps://doi.org/10.1007/978-3-030-28380-3_30openalex-snapshot
Aligning Positive Psychology With Language Learning Motivation
inferred← citeshttps://doi.org/10.1007/978-3-030-64444-4_4openalex-snapshot
Enjoyment in the Foreign Language Classroom: Does Gender Matter? A Review of Selected Empirical Studies
inferred← citeshttps://doi.org/10.1007/978-3-030-75726-7_1openalex-snapshot
The Interrelationship of Language Learning Autonomy, Self-Efficacy, Motivation and Emotions: The Investigation of Hungarian Secondary School Students
inferred← citeshttps://doi.org/10.1007/978-3-030-79241-1_22openalex-snapshot
Students’ Conceptions of Academic Writing in a Second Language: Perspectives of Advanced Students of English
inferred← citeshttps://doi.org/10.1007/978-3-030-99622-2_11openalex-snapshot
Students’ Experience in Online Teaching and Learning: An Investigation into EMI Classroom Interaction, Willingness to Communicate and Classroom Enjoyment
inferred← citeshttps://doi.org/10.1007/978-3-031-15273-3_49openalex-snapshot
AI Chatbots Learning Model in English Speaking Skill: Alleviating Speaking Anxiety, Boosting Enjoyment, and Fostering Critical Thinking
inferred← citeshttps://doi.org/10.1007/978-3-031-20221-6_2openalex-snapshot
Importance of Affective Individual Difference Variables in Language Learning
inferred← citeshttps://doi.org/10.1007/978-3-031-20221-6_4openalex-snapshot
Empirical Research on Emotions, Motivation, Self-Efficacy, and Flow with the Help of Tasks
inferred← citeshttps://doi.org/10.1007/978-3-031-20221-6_8openalex-snapshot
Conclusions, Pedagogical Implications, and New Research Directions
inferred← citeshttps://doi.org/10.1007/978-3-031-28655-1_10openalex-snapshot
Investigating the Link Between L2 WtC, Learner Engagement and Selected Aspects of the Classroom Context
inferred← citeshttps://doi.org/10.1007/978-3-031-42323-9_17openalex-snapshot
Unit 6 Overview: The Practice of Neuroaesthetics
inferred← citeshttps://doi.org/10.1007/978-3-031-51726-6_3openalex-snapshot
Research Trends in Applied Linguistics (2017–2021): A Scientometric Review of 42 Journals
inferred← citeshttps://doi.org/10.1007/978-3-031-66532-5_13openalex-snapshot
Affect in English Language Learning: What Goes on Inside and Between
inferred← citeshttps://doi.org/10.1007/978-3-031-86122-2_2openalex-snapshot
Positive and Negative Emotions: Theoretical Considerations
inferred← citeshttps://doi.org/10.1007/978-3-031-86122-2_3openalex-snapshot
Foreign Language Enjoyment and Foreign Language Anxiety
inferred← citeshttps://doi.org/10.1007/978-3-031-86122-2_4openalex-snapshot
A Review of Selected Empirical Research on Foreign Language Enjoyment and Foreign Language Anxiety
inferred← citeshttps://doi.org/10.1007/978-3-031-95136-7_4openalex-snapshot
Positive Subjective Experiences of Second Language Learners
inferred← citeshttps://doi.org/10.1007/978-3-032-30199-4_6openalex-snapshot
Why Are Learners’ Enjoyment and Boredom Unrelated to Their Proficiency in Nonstreamed English Foreign Language Classes?
inferred← citeshttps://doi.org/10.1007/978-3-319-56892-8_7openalex-snapshot
L2 or L3? Foreign Language Enjoyment and Proficiency
inferred← citeshttps://doi.org/10.1007/978-3-319-66975-5_14openalex-snapshot
The Effect of Strategy Instruction on English Majors’ Use of Affective Strategies and Anxiety Levels
inferred← citeshttps://doi.org/10.1007/978-981-95-7506-0_5openalex-snapshot
Language Teacher Emotions in Cross-Cultural Contexts: Enjoyment and Anxiety of Immigrant CFL Teachers in Norway
inferred← citeshttps://doi.org/10.1007/978-981-96-4839-9_15openalex-snapshot
Individual Differences in ELT
inferred← citeshttps://doi.org/10.1007/978-981-96-5600-4_8openalex-snapshot
The Interplay of Positive Activating Thinking and Effective Second Language Learning
inferred← citeshttps://doi.org/10.1007/s10639-026-14026-9openalex-snapshot
Cognitive load pathways linking generative AI dependency to university students' higher-order thinking skills and academic enjoyment
inferred← citeshttps://doi.org/10.1007/s10780-023-09497-5openalex-snapshot
Immunized Iranian EFL Teachers During COVID-19 Pandemic: The Mediating Role of Teacher Occupational Stress, Enjoyment, and Experience
inferred← citeshttps://doi.org/10.1007/s10791-025-09635-wopenalex-snapshot
Exploring mechanisms of effective informal GenAI-supported second language speaking practice: a cognitive-motivational model of achievement emotions
inferred← citeshttps://doi.org/10.1007/s10936-021-09780-5openalex-snapshot
The Effect of Positive Psychology Intervention on EFL Learners’ Listening Comprehension
inferred← citeshttps://doi.org/10.1007/s12144-021-01846-wopenalex-snapshot
Examining the role of gelotophobia for willingness to communicate and second language achievement using self- and teacher ratings
inferred← citeshttps://doi.org/10.1007/s12144-023-04479-3openalex-snapshot
How can L2 motivational self system enhance willingness to communicate? The contribution of foreign language enjoyment and anxiety
inferred← citeshttps://doi.org/10.1007/s12144-023-05187-8openalex-snapshot
Ideal L2 self and foreign language achievement: The mediating roles of L2 grit and foreign language enjoyment
inferred← citeshttps://doi.org/10.1007/s12144-024-07048-4openalex-snapshot
Interplay of internal and external factors: the role of emotional intelligence and classroom environment in Korean communicative intentions
inferred← citeshttps://doi.org/10.1007/s12144-025-07292-2openalex-snapshot
Belonging and enjoyment as cornerstones of communication in young English as a foreign language learners
inferred← citeshttps://doi.org/10.1007/s12564-023-09901-wopenalex-snapshot
Language learners’ mindset and their academic engagement in online classrooms: the mediating role of achievement emotions
inferred← citeshttps://doi.org/10.1007/s40299-023-00745-xopenalex-snapshot
Grit and Foreign Language Enjoyment as Predictors of EFL Learners’ Online Engagement: The Mediating Role of Online Learning Self-efficacy
inferred← citeshttps://doi.org/10.1007/s40299-024-00850-5openalex-snapshot
Exploring the Relationship Between Emotions and FLL Achievement: A Meta-Analysis
inferred← citeshttps://doi.org/10.1007/s40299-024-00900-yopenalex-snapshot
Chinese EFL Teachers’ Perceptions of Positive Emotionality and Emotion Regulation Strategies: A Qualitative Study
inferred← citeshttps://doi.org/10.1007/s41042-023-00141-2openalex-snapshot
Why do Moroccan English Foreign Language learners experience more Peace of Mind (外语平和心态) than Chinese EFL learners and how does it affect their performance?
inferred← citeshttps://doi.org/10.1007/s42087-020-00150-6openalex-snapshot
Affordances of the Microsystem of the Classroom for Foreign Language Enjoyment
inferred← citeshttps://doi.org/10.1007/s42321-021-00081-7openalex-snapshot
The Effect of Language-specific Grit and Future Self-Guides on Willingness to Communicate in the Second Language
inferred← citeshttps://doi.org/10.1007/s42321-023-00163-8openalex-snapshot
Foreign Language Peace of Mind, Foreign Language Enjoyment, and Perceived Language Proficiency: The Mediating Role of L2 Grit
inferred← citeshttps://doi.org/10.1007/s42321-024-00190-zopenalex-snapshot
Teacher Enthusiasm and EFL Learners’ Willingness to Communicate: The Role of Enjoyment and Boredom
inferred← citeshttps://doi.org/10.1007/s42321-024-00194-9openalex-snapshot
Modeling the Contribution of L2 Grit and Foreign Language Teaching Enjoyment to EFL Teachers’ Loving Pedagogy
inferred← citeshttps://doi.org/10.1007/s44202-025-00526-1openalex-snapshot
A phenomenological inquiry into supporting and hindering Factors of Foreign Language Teaching Enjoyment (FLTE) among Iranian EFL teachers
inferred← citeshttps://doi.org/10.1007/s44202-026-00802-8openalex-snapshot
A structural equation modelling study of the relationships between L2 motivation and foreign language enjoyment and English proficiency among Chinese EFL learners
inferred← citeshttps://doi.org/10.1016/j.actpsy.2024.104585openalex-snapshot
L2 motivational self system, foreign language enjoyment as predictors of motivated behavior
inferred← citeshttps://doi.org/10.1016/j.actpsy.2025.105568openalex-snapshot
Positive emotions and English performance test scores among Chinese EFL students on a MOOC platform: A mediational model based on PERMA
inferred← citeshttps://doi.org/10.1016/j.actpsy.2025.105778openalex-snapshot
Perceived social support, positive high-activating emotions, and behavioral engagement in EFL learning: A three-wave cross-lagged study
inferred← citeshttps://doi.org/10.1016/j.amper.2025.100235openalex-snapshot
Emotional dimensions of feedback: How AI and human responses shape ESL learning outcomes
inferred← citeshttps://doi.org/10.1016/j.jslw.2021.100837openalex-snapshot
Future selves, enjoyment and anxiety as predictors of L2 writing achievement
inferred← citeshttps://doi.org/10.1016/j.lindif.2025.102677openalex-snapshot
The relationship between task-specific anxiety, enjoyment, and use of planned content across discourse stages of second language learners' spoken task performances
inferred← citeshttps://doi.org/10.1016/j.rmal.2025.100270openalex-snapshot
Validating the Japanese version of the short-form foreign language enjoyment scale
inferred← citeshttps://doi.org/10.1016/j.system.2018.01.002openalex-snapshot
The effect of positive orientation and perceived social support on foreign language classroom anxiety
inferred← citeshttps://doi.org/10.1016/j.system.2019.02.017openalex-snapshot
How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners?
inferred← citeshttps://doi.org/10.1016/j.system.2019.05.001openalex-snapshot
Real people with real experiences: The emergence of classroom L2 study feelings over interacting timescales
inferred← citeshttps://doi.org/10.1016/j.system.2020.102324openalex-snapshot
Trait emotional intelligence, positive and negative emotions in first and foreign language classes: A mixed-methods approach
inferred← citeshttps://doi.org/10.1016/j.system.2020.102393openalex-snapshot
The predictive effects of classroom environment and trait emotional intelligence on Foreign Language Enjoyment and Anxiety
inferred← citeshttps://doi.org/10.1016/j.system.2021.102506openalex-snapshot
Do well-being and resilience predict the Foreign Language Teaching Enjoyment of teachers of Italian?
inferred← citeshttps://doi.org/10.1016/j.system.2021.102604openalex-snapshot
Reducing anxiety in the foreign language classroom: A positive psychology approach
inferred← citeshttps://doi.org/10.1016/j.system.2021.102678openalex-snapshot
Positive emotional stimuli in teaching foreign language vocabulary
inferred← citeshttps://doi.org/10.1016/j.system.2021.102716openalex-snapshot
“I took physical lessons for granted”: A case study exploring students’ interpersonal interactions in online synchronous lessons during the outbreak of COVID-19
inferred← citeshttps://doi.org/10.1016/j.system.2024.103504openalex-snapshot
The predictive effects of motivation, enjoyment, and self-efficacy on informal digital learning of LOTE: Evidence from French and German learners in China
inferred← citeshttps://doi.org/10.1016/j.system.2024.103548openalex-snapshot
Exploring the relationship between achievement emotions, student engagement, and foreign language achievement among Chinese L3 learners
inferred← citeshttps://doi.org/10.1016/j.system.2025.103671openalex-snapshot
Bridging classroom and real-life learning mediated by a mobile app with a self-regulation scheme: Impacts on Chinese EFL primary students’ self-regulated vocabulary learning outcomes, enjoyment, and learning behaviours
inferred← citeshttps://doi.org/10.1016/j.system.2025.103714openalex-snapshot
Emotions are a product of achievement: A network analysis of middle school students in second language acquisition
inferred← citeshttps://doi.org/10.1017/9781009388795openalex-snapshot
Language Learning beyond English
inferred← citeshttps://doi.org/10.1017/s0267190518000107openalex-snapshot
Anxiety: Stress, Foreign Language Classroom Anxiety, and Enjoyment During Study Abroad in Amman, Jordan
inferred← citeshttps://doi.org/10.1017/s0267190523000016openalex-snapshot
A Three-Body Problem: The effects of foreign language anxiety, enjoyment, and boredom on academic achievement
inferred← citeshttps://doi.org/10.1017/s0267190523000041openalex-snapshot
How epistemic anxiety and curiosity link perceived value and intended efforts in the language classroom
inferred← citeshttps://doi.org/10.1017/s0272263117000304openalex-snapshot
ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE
inferred← citeshttps://doi.org/10.1017/s0272263121000413openalex-snapshot
INDIVIDUAL DIFFERENCES IN HOW LANGUAGE LEARNERS PURSUE GOALS
inferred← citeshttps://doi.org/10.1017/s0272263122000328openalex-snapshot
Sources and effects of foreign language enjoyment, anxiety, and boredom: A structural equation modeling approach
inferred← citeshttps://doi.org/10.1017/s0272263123000153openalex-snapshot
Can personality predict foreign language classroom emotions? The devil’s in the detail
inferred← citeshttps://doi.org/10.1017/s0272263124000512openalex-snapshot
Reexamining the role of regulatory focus in second language achievement
inferred← citeshttps://doi.org/10.1017/s0272263125000142openalex-snapshot
The relationship between boredom and second language achievement: A multilevel meta-analysis
inferred← citeshttps://doi.org/10.1017/s0958344023000204openalex-snapshot
Examining the relationships among motivation, informal digital learning of English, and foreign language enjoyment: An explanatory mixed-method study
inferred← citeshttps://doi.org/10.1017/s0958344026100548openalex-snapshot
The effect of high-immersion virtual reality environments on L2 learners’ socio-emotional variables: A meta-analysis
inferred← citeshttps://doi.org/10.1017/s136672892400097xopenalex-snapshot
Language exposure and use in study abroad versus migration contexts: modelling activity and learner profiles with ESM data
inferred← citeshttps://doi.org/10.1057/s41599-024-03049-7openalex-snapshot
Foreign language anxiety, enjoyment, and boredom among Chinese secondary students: a control-value theory approach
inferred← citeshttps://doi.org/10.1057/s41599-024-04006-0openalex-snapshot
The dynamic relationship between enjoyment and anxiety in monologue communication tasks of Arab female EFL undergraduate students: an idiodynamic approach
inferred← citeshttps://doi.org/10.1057/s41599-025-04948-zopenalex-snapshot
Exploring Chinese university students’ foreign language enjoyment, engagement and willingness to communicate in EFL speaking classes
inferred← citeshttps://doi.org/10.1057/s41599-025-05091-5openalex-snapshot
Modelling the contribution of teachers’ perceived school climate to foreign language teaching enjoyment
inferred← citeshttps://doi.org/10.1057/s41599-025-06444-wopenalex-snapshot
The vignette study: examining the effects of multiple variables in foreign-language teaching and learning
inferred← citeshttps://doi.org/10.1075/aral.21098.yosopenalex-snapshot
Emotions of Japanese language learners in and out of class
inferred← citeshttps://doi.org/10.1075/aral.24129.liopenalex-snapshot
Unraveling willingness to communicate in Chinese as a second language
inferred← citeshttps://doi.org/10.1075/lia.22025.gueopenalex-snapshot
Fluctuations des émotions éprouvées par des apprenants débutants dans cinq cours de Français Langue Etrangère
inferred← citeshttps://doi.org/10.1075/ltyl.00053.tsaopenalex-snapshot
An investigation into FL children’s classroom emotions and their concurrent and longitudinal relationships with grit and growth mindset
inferred← citeshttps://doi.org/10.1075/resla.20057.dieopenalex-snapshot
Positivity in the English language learning classroom
inferred← citeshttps://doi.org/10.1075/rmal.14.05penopenalex-snapshot
A latent transition analysis of Chinese EFL learners’ motivational profiles
inferred← citeshttps://doi.org/10.1075/tblt.16.03licopenalex-snapshot
Understanding, measuring, and differentiating task enjoyment from foreign language enjoyment
inferred← citeshttps://doi.org/10.1075/tblt.16.04donopenalex-snapshot
Task complexity, task features, and task anxiety at low L2 proficiency levels
inferred← citeshttps://doi.org/10.1080/00220973.2023.2219217openalex-snapshot
The Effects of Foreign Language Enjoyment and Future Selves on Learning English
inferred← citeshttps://doi.org/10.1080/01434632.2019.1614187openalex-snapshot
A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement
inferred← citeshttps://doi.org/10.1080/01434632.2020.1755294openalex-snapshot
The emotional basis of the ideal multilingual self: the case of simultaneous language learners in China
inferred← citeshttps://doi.org/10.1080/01434632.2020.1766054openalex-snapshot
Examining the validity of the Achievement Emotions Questionnaire for measuring more emotions in the foreign language classroom
inferred← citeshttps://doi.org/10.1080/01434632.2020.1798972openalex-snapshot
Examining need for closure and need for cognition as predictors of foreign language anxiety and enjoyment
inferred← citeshttps://doi.org/10.1080/01434632.2021.1874392openalex-snapshot
Foreign language enjoyment: a longitudinal confirmatory factor analysis–curve of factors model
inferred← citeshttps://doi.org/10.1080/01434632.2021.1890754openalex-snapshot
Interactions of trait emotional intelligence, foreign language anxiety, and foreign language enjoyment in the foreign language speaking classroom
inferred← citeshttps://doi.org/10.1080/01434632.2021.1968875openalex-snapshot
Emotions in online language learning: exploratory findings from an ab initio Korean course
inferred← citeshttps://doi.org/10.1080/01434632.2022.2050917openalex-snapshot
Unfolding the subjectivity of foreign language enjoyment in online classes: A Q methodology study
inferred← citeshttps://doi.org/10.1080/01434632.2022.2053138openalex-snapshot
Modeling the relationship between classroom emotions, motivation, and learner willingness to communicate in EFL: applying a holistic approach of positive psychology in SLA research
inferred← citeshttps://doi.org/10.1080/01434632.2022.2057504openalex-snapshot
The relation between Foreign Language Enjoyment, subjective well-being, and perceived stress in multilingual students
inferred← citeshttps://doi.org/10.1080/01434632.2022.2062368openalex-snapshot
Modelling the contribution of English language learners’ academic buoyancy and self-efficacy to L2 grit: evidence from Iran and China
inferred← citeshttps://doi.org/10.1080/01434632.2022.2079650openalex-snapshot
Positive psychology constructs and Extramural English as predictors of primary school students’ willingness to communicate
inferred← citeshttps://doi.org/10.1080/01434632.2022.2091579openalex-snapshot
Positive and negative emotions, L2 grit and perceived competence as predictors of L2 motivated behaviour
inferred← citeshttps://doi.org/10.1080/01434632.2022.2093887openalex-snapshot
Understanding Chinese second language learners’ foreign language learning boredom in online classes: its conceptual structure and sources
inferred← citeshttps://doi.org/10.1080/01434632.2022.2104861openalex-snapshot
Unpacking the factors related to flourishing among bilingual adults in the U.S.
inferred← citeshttps://doi.org/10.1080/01434632.2022.2112587openalex-snapshot
Foreign Language Enjoyment as a mediator between Informal Digital Learning of English and willingness to communicate: a sample of Hong Kong EFL secondary students
inferred← citeshttps://doi.org/10.1080/01434632.2022.2152457openalex-snapshot
Antecedents and effects of students’ enjoyment and boredom in synchronous online English courses
inferred← citeshttps://doi.org/10.1080/01434632.2022.2153854openalex-snapshot
Self-guides, enjoyment, gender, and achievement: a survey of Chinese EFL high school students
inferred← citeshttps://doi.org/10.1080/01434632.2022.2159032openalex-snapshot
Mindsets as predictors for Chinese young language learners’ negative emotions in online language classes during the pandemic: mediating role of emotion regulation
inferred← citeshttps://doi.org/10.1080/01434632.2022.2159966openalex-snapshot
Enjoyment, anxiety, and out-of-class foreign language use among Spanish foreign language learners
inferred← citeshttps://doi.org/10.1080/01434632.2023.2194872openalex-snapshot
The role of enjoyment and boredom in shaping English language achievement among ethnic minority learners
inferred← citeshttps://doi.org/10.1080/01434632.2023.2221676openalex-snapshot
Understanding pre-adolescent learners’ foreign language enjoyment: a mixed-methods study on Chinese primary school students of English
inferred← citeshttps://doi.org/10.1080/01434632.2023.2241854openalex-snapshot
The development and validation of a scale for measuring L2 learning experience: the underappreciated element of the L2 motivational self system
inferred← citeshttps://doi.org/10.1080/01434632.2023.2248064openalex-snapshot
A cross-lagged panel analysis of self-efficacy, teacher grit, teaching enjoyment, and work engagement among foreign language teachers
inferred← citeshttps://doi.org/10.1080/01434632.2023.2284893openalex-snapshot
Investigating the contribution of engagement and resilience to EFL teachers’ L2 grit
inferred← citeshttps://doi.org/10.1080/01434632.2024.2329166openalex-snapshot
Do positive emotions prompt students to be more active? Unraveling the role of hope, pride, and enjoyment in predicting Chinese and Iranian EFL students’ academic engagement
inferred← citeshttps://doi.org/10.1080/01434632.2024.2346572openalex-snapshot
A cross-cultural examination of the role of enjoyment and passion in bilingual English teachers’ desire for professional development: evidence from Iran and Kuwait
inferred← citeshttps://doi.org/10.1080/01434632.2024.2367566openalex-snapshot
A new look at language mindset, achievement goals and L2 emotions: the case of Chinese university students
inferred← citeshttps://doi.org/10.1080/01434632.2024.2380391openalex-snapshot
A latent profiling approach to foreign language enjoyment and L2 achievement
inferred← citeshttps://doi.org/10.1080/01434632.2024.2393705openalex-snapshot
Longitudinal exploration of interconnectedness through a cross-lagged panel design: enjoyment, anxiety, willingness to communicate, and L2 grit in english language learning
inferred← citeshttps://doi.org/10.1080/01434632.2024.2396054openalex-snapshot
Testing associations between global and specific levels of foreign language enjoyment and foreign language boredom: the moderator role of L2 savouring beliefs using bifactor exploratory structural equation modelling
inferred← citeshttps://doi.org/10.1080/01434632.2024.2407042openalex-snapshot
Second language learners’ academic emotions in grammar learning with explicit attention to grammatical complexity
inferred← citeshttps://doi.org/10.1080/01434632.2024.2431037openalex-snapshot
Investigating metaemotions as the predictors of willingness to communicate, anxiety, and enjoyment among EFL learners
inferred← citeshttps://doi.org/10.1080/01434632.2025.2459857openalex-snapshot
Do achievement emotions underlie L2 engagement? a mixed-methods multinational study on the role of achievement emotions in multilingual English learners’ behavioral, cognitive, and emotional engagement
inferred← citeshttps://doi.org/10.1080/01434632.2025.2490076openalex-snapshot
The contribution of informal digital learning of English (IDLE) to achievement emotions and willingness to communicate: a cross-cultural investigation
inferred← citeshttps://doi.org/10.1080/01434632.2025.2534456openalex-snapshot
Foreign language enjoyment, anxiety, and boredom among Chinese L3 learners: the predictive effects of learner and teacher variables
inferred← citeshttps://doi.org/10.1080/01434632.2026.2722152openalex-snapshot
Effects of translanguaging practices and linguistic inclusivity on foreign language enjoyment, anxiety, and engagement in multilingual language classrooms
inferred← citeshttps://doi.org/10.1080/02188791.2023.2165036openalex-snapshot
Chinese university EFL learners’ foreign language classroom anxiety and enjoyment in an online learning environment during the COVID-19 pandemic
inferred← citeshttps://doi.org/10.1080/02188791.2024.2385842openalex-snapshot
How teacher characteristics shape Chinese undergraduate EFL learners’ enjoyment and anxiety
inferred← citeshttps://doi.org/10.1080/03054985.2023.2246885openalex-snapshot
An exploratory study on the relationships between positive emotions and target language vocabulary knowledge
inferred← citeshttps://doi.org/10.1080/03601277.2022.2127699openalex-snapshot
Anxiety and enjoyment of older learners of English in Chinese Universities of the third age
inferred← citeshttps://doi.org/10.1080/07908318.2022.2133137openalex-snapshot
Language learners’ emotional dynamics: insights from a Q methodology intensive single-case study
inferred← citeshttps://doi.org/10.1080/09571736.2021.1957990openalex-snapshot
The impact of mobile-assisted peer feedback on EFL learners’ speaking performance and anxiety: does language make a difference?
inferred← citeshttps://doi.org/10.1080/09571736.2022.2110607openalex-snapshot
Levels of foreign language enjoyment, anxiety and boredom in emergency remote teaching and in in-person classes
inferred← citeshttps://doi.org/10.1080/09571736.2024.2445252openalex-snapshot
The association between teacher–student relationship and achievement emotions among Chinese EFL learners in a blended learning context
inferred← citeshttps://doi.org/10.1080/09571736.2024.2447322openalex-snapshot
How trait emotional intelligence and emotions shape learners’ self-perceptions in the target language
inferred← citeshttps://doi.org/10.1080/09571736.2025.2539522openalex-snapshot
L2 grit, foreign language enjoyment and motivational depth: predicting subjective task values in English learning
inferred← citeshttps://doi.org/10.1080/09588221.2020.1818787openalex-snapshot
Learners’ emotions in foreign language text chats with native speakers
inferred← citeshttps://doi.org/10.1080/09588221.2025.2478271openalex-snapshot
Effects of incorporating AI chatbots into think–pair–share activities on EFL speaking anxiety, language enjoyment, and speaking performance
inferred← citeshttps://doi.org/10.1080/09588221.2025.2486148openalex-snapshot
Paper-based versus e-portfolios in FL writing: a mixed-methods study of young learners’ enjoyment and boredom
inferred← citeshttps://doi.org/10.1080/09658416.2025.2594632openalex-snapshot
Assessing U.S. teachers’ perceived confidence in practising linguistically and culturally responsive content teaching (LcRCT) with multilingual learners
inferred← citeshttps://doi.org/10.1080/10573569.2021.1934928openalex-snapshot
The Effects of Praise for Effort versus Praise for Intelligence on Psychological Aspects of L2 Writing among English-Majoring University Students
inferred← citeshttps://doi.org/10.1080/10573569.2026.2735881openalex-snapshot
Graded Readers as Scaffolded Stories: Self-Efficacy, Enjoyment, and Narrative Engagement in Adolescent EFL Reading
inferred← citeshttps://doi.org/10.1080/13670050.2018.1441804openalex-snapshot
Longitudinal examination of university students’ foreign language enjoyment and foreign language classroom anxiety in the course of general English: latent growth curve modeling
inferred← citeshttps://doi.org/10.1080/13670050.2018.1526253openalex-snapshot
The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement
inferred← citeshttps://doi.org/10.1080/13670050.2024.2419428openalex-snapshot
Language learner well-being in heritage language learning: conceptualisation, measurement, and a pathway to flourishing
inferred← citeshttps://doi.org/10.1080/14790718.2023.2202403openalex-snapshot
The merit of grit and emotions in L2 Chinese online language achievement: a case of Arabian students
inferred← citeshttps://doi.org/10.1080/14790718.2025.2482034openalex-snapshot
Foreign language enjoyment in translanguaged EFL classrooms
inferred← citeshttps://doi.org/10.1080/15235882.2026.2725602openalex-snapshot
Thriving as bilinguals: The impact of engagement, foreign language anxiety, and teacher support on study success
inferred← citeshttps://doi.org/10.1080/17475759.2017.1400458openalex-snapshot
Exploring the Fluctuations of Foreign Language Enjoyment in Conversation: An Idiodynamic Perspective
inferred← citeshttps://doi.org/10.1080/17475759.2018.1453527openalex-snapshot
Is Transparency an Illusion? An Idiodynamic Assessment of Teacher and Peers’ Reading of Nonverbal Communication Cues of Foreign Language Enjoyment
inferred← citeshttps://doi.org/10.1080/17501229.2018.1553178openalex-snapshot
The feeling classroom: diversity of feelings in instructed l2 learning
inferred← citeshttps://doi.org/10.1080/17501229.2019.1614184openalex-snapshot
Dynamics and mechanisms of foreign language enjoyment contagion
inferred← citeshttps://doi.org/10.1080/17501229.2019.1675667openalex-snapshot
The relationship between incommensurable emotions and willingness to communicate in English as a foreign language: a multiple case study
inferred← citeshttps://doi.org/10.1080/17501229.2019.1707205openalex-snapshot
Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes
inferred← citeshttps://doi.org/10.1080/17501229.2019.1710514openalex-snapshot
L2 feelings through interaction in a Japanese-English online chat exchange
inferred← citeshttps://doi.org/10.1080/17501229.2022.2063295openalex-snapshot
Are enjoyment and anxiety specific to culture? An investigation into the sources of Turkish EFL learners’ foreign language enjoyment and anxiety
inferred← citeshttps://doi.org/10.1080/17501229.2022.2088761openalex-snapshot
Humor strategies in the foreign language class
inferred← citeshttps://doi.org/10.1080/17501229.2022.2098961openalex-snapshot
How does teacher support contribute to learners’ grit? The role of learning enjoyment
inferred← citeshttps://doi.org/10.1080/17501229.2023.2255977openalex-snapshot
Multimodal digital storytelling presentations in EFL contexts: learning outcomes, positive/negative affects, and perception between high-/low-achieving learners
inferred← citeshttps://doi.org/10.1080/17501229.2024.2302503openalex-snapshot
The English Reading Enjoyment Scale and its preliminary evidence of psychometric properties
inferred← citeshttps://doi.org/10.1080/17501229.2024.2391376openalex-snapshot
To talk or to remain silent? Foreign language enjoyment and perceived classroom climate as drivers of change in Chinese EFL learners’ willingness to communicate: a latent growth curve analysis
inferred← citeshttps://doi.org/10.1080/17501229.2024.2445719openalex-snapshot
A latent growth curve modeling of Chinese EFL learners’ emotional fluctuations in AI-mediated L2 education: is positivity or negativity on the rise?
inferred← citeshttps://doi.org/10.1080/17501229.2025.2508809openalex-snapshot
The emotional profiles of self-perceived ‘good’ foreign language learners
inferred← citeshttps://doi.org/10.1080/17501229.2025.2509754openalex-snapshot
Exploring enjoyment and boredom in out-of-school digital game-based language learning (DGBLL): an exploratory case study
inferred← citeshttps://doi.org/10.1080/17501229.2025.2517900openalex-snapshot
Antecedents of and solutions to boredom in online and in-person classes: lived experiences of Iranian L2 learners
inferred← citeshttps://doi.org/10.1080/17501229.2025.2531037openalex-snapshot
The impact of strategy-based instruction on grammar learning strategies: a second-order multiple-group latent curve modeling approach
inferred← citeshttps://doi.org/10.1080/17501229.2026.2699419openalex-snapshot
Enjoyment and second/foreign language learning: a three-level meta-analysis
inferred← citeshttps://doi.org/10.1080/17501229.2026.2715635openalex-snapshot
The emotional roller coaster of talking to the AI chatbot: an idiodynamic investigation of fluctuations of EFL learners’ enjoyment, anxiety, and boredom
inferred← citeshttps://doi.org/10.1080/17501229.2026.2725041openalex-snapshot
The creativity-emotion dynamics in L2 writing: rethinking enjoyment and anxiety through creative language materials
inferred← citeshttps://doi.org/10.1080/1750399x.2023.2170044openalex-snapshot
Investigating student interpreters’ emotional component of aptitude: a mixed method approach
inferred← citeshttps://doi.org/10.1080/2331186x.2025.2477351openalex-snapshot
English-medium instruction learners’ enjoyment and anxiety: a quasi-experimental research
inferred← citeshttps://doi.org/10.1080/2331186x.2025.2514329openalex-snapshot
Enhancing or impairing? Exploring Indian EFL learners’ academic writing narratives with ChatGPT
inferred← citeshttps://doi.org/10.1080/2331186x.2025.2563704openalex-snapshot
A structural equation model of English learning: exploring the relationship of second language motivation, foreign language enjoyment and learning engagement among Chinese college students
inferred← citeshttps://doi.org/10.1080/29984475.2026.2701736openalex-snapshot
A MASEM Approach to Anxiety, Enjoyment, Boredom, and Achievement in Second Language Learning: A Protocol
inferred← citeshttps://doi.org/10.1093/applin/amac033openalex-snapshot
How Foreign Language Enjoyment Acts as a Buoy for Sagging Motivation: A Longitudinal Investigation
inferred← citeshttps://doi.org/10.1093/applin/amac034openalex-snapshot
Exploring Teacher Caring as a “Happy Object” in Language Teacher Accounts of Happiness
inferred← citeshttps://doi.org/10.1093/applin/amad071openalex-snapshot
Emotional, Attitudinal, and Sociobiographical Sources of Flow in Online and In-Person EFL Classrooms
inferred← citeshttps://doi.org/10.1093/applin/amaf036openalex-snapshot
Testing experimental-based models on the influence of teacher emotional support on students’ basic psychological needs, emotions, and emotional engagement
inferred← citeshttps://doi.org/10.1093/applin/amaf058openalex-snapshot
From pop psychology to L2 pedagogy: The ‘Let Them Theory’ as a reflective frame in applied linguistics
inferred← citeshttps://doi.org/10.1093/applin/amag023openalex-snapshot
Challenging assumptions about migrant language use: Evidence from a Swedish study with the Experience Sampling Method and the Lang-Track-App
showing the first 200 of 519 · page through all 519
Editorial review for independent work. ICSAC — the Institute for Complexity
Science and Advanced Computing — runs a structured editorial panel for researchers
publishing outside journals, and publishes on CiteStamp rails. Submission is free
and goes through ORCID: icsacinstitute.org/submit.