The DOI matches its Crossref record; 18 of the 18 references it cites were found in a registry or an index.
Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross‐Sectional and Longitudinal Study
Abstract
This study presents a cross‐sectional and longitudinal analysis of how 108 high school students in English as a foreign language (EFL) classrooms enhanced the comprehensibility of their second language (L2) speech according to different motivation, emotion, and experience profiles. Students’ learning patterns were primarily associated with their emotional states (anxiety vs. enjoyment) and secondarily with their motivational dispositions (clear vision of ideal future selves). Students’ anxiety together with weaker Ideal L2 Self related negatively to their performance at the beginning of the project—performance that they had achieved after several years of EFL instruction. Students’ enjoyment together with greater Ideal L2 Self predicted the extent to which they practiced and developed their L2 speech within the 3‐month framework of the project. Results suggest that more frequent L2 use with positive emotions directly impacts acquisition, which may in turn lead to the lessening of negative emotions and better long‐term L2 comprehensibility. Open Practices: This article has been awarded an Open Materials badge. Study materials are publicly accessible in the IRIS digital repository at http://www.iris-database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Markus, H., & Nurius, P. (1986) · American Psychologist · doi:10.1037/0003-066x.41.9.954 · Cited by 5,806 · cited 1×
“In conjunction with the possible selves theory and self-discrepancy theory in social psychology (Higgins, 1987; Markus & Nurius, 1986), this model states that L2 learners’ clear vision of their future selves exerts a significant impact on their current behaviours (i.e., whether, how often and in…”
Foreign Language Classroom Anxiety
HORWITZ, E. K., HORWITZ, M. B., & COPE, J. (1986) · The Modern Language Journal · doi:10.1111/j.1540-4781.1986.tb05256.x · Cited by 5,697 · cited 1×
“The second part of the questionnaire featured 18 statements adapted from the Foreign Language Enjoyment Questionnaire (Dewaele & MacIntyre, 2014) as well as Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986).”
2. The L2 Motivational Self System
Dörnyei, Z. (2009) · Motivation, Language Identity and the L2 Self · doi:10.21832/9781847691293-003 · Cited by 2,052 · cited 3×
“L2 motivation researchers argue that L2 motivation is a complex, dynamic, emergent and adaptive system, as it constantly develops according to a wide range of contextual, cultural and psychological factors (e.g., Dörnyei, 2009).”
InfluentialThe two faces of Janus? Anxiety and enjoyment in the foreign language classroom
Dewaele, J.-M., & MacIntyre, P. D. (2014) · Studies in Second Language Learning and Teaching · doi:10.14746/ssllt.2014.4.2.5 · Cited by 1,757
Self-citationAnxiety and Second‐Language Learning: Toward a Theoretical Clarification*
MacIntyre, P. D., & Gardner, R. C. (1989) · Language Learning · doi:10.1111/j.1467-1770.1989.tb00423.x · Cited by 930 · cited 1×
“MacIntyre and Gardner (1989) argued that situation-specific language anxiety builds gradually because of repeated experience of anxiety leading the learner to associate the L2 language class with anxiety.”
Emotions that facilitate language learning: the positive-broadening power of the imagination
MacIntyre, P., & Gregersen, T. (2012) · Studies in Second Language Learning and Teaching · doi:10.14746/ssllt.2012.2.2.4 · Cited by 843
Foreign language enjoyment and anxiety: The effect of teacher and learner variables
Dewaele, J.-M., Witney, J., Saito, K., & Dewaele, L. (2018) · Language Teaching Research · doi:10.1177/1362168817692161 · Cited by 780
Self-citationInteractions between type of instruction and type of language feature: A meta-analysis
Spada, N., & Tomita, Y. (2010) · Language Learning · doi:10.1111/j.1467-9922.2010.00562.x · Cited by 746
Dewaele, J.-M., & MacIntyre, P. D. (2016) · Positive Psychology in SLA · doi:10.21832/9781783095360-010 · Cited by 664
Self-citationL2 motivation research 2005–2014: Understanding a publication surge and a changing landscape
Boo, Z., Dörnyei, Z., & Ryan, S. (2015) · System · doi:10.1016/j.system.2015.10.006 · Cited by 589
Cited by
Does the effect of enjoyment outweigh that of anxiety in foreign language performance?
Dewaele, J.-M., & Alfawzan, M. (2018) · Studies in Second Language Learning and Teaching · doi:10.14746/ssllt.2018.8.1.2 · Cited by 418
Self-citationThe Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment
DEWAELE, J., MAGDALENA, A. F., & SAITO, K. (2019) · The Modern Language Journal · doi:10.1111/modl.12555 · Cited by 301
Self-citationShao, K., Pekrun, R., Marsh, H. W., & Loderer, K. (2020) · Learning and Instruction · doi:10.1016/j.learninstruc.2020.101356 · Cited by 250
Dewaele, J.-M., & Dewaele, L. (2020) · Studies in Second Language Learning and Teaching · doi:10.14746/ssllt.2020.10.1.3 · Cited by 202
Self-citationLi, C., & Xu, J. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02453 · Cited by 156
Metadata
- Authors
- Saito, K., Dewaele, J., Abe, M., & In'nami, Y.
- Venue
- Language Learning
- Publisher
- Wiley
- Published
- 2018-06-26
- Volume
- 68
- Issue
- 3
- Pages
- 709-743
- ISSN
- 0023-8333 (ISSN-L)
- 1467-9922
- OpenAlex
- W2786367559
- Cited by
- 422
- References
- 18
- FWCI
- 130.07
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross‐Sectional and Longitudinal Study. https://app.cochat.ai/papers/10.1111/lang.12297
- The paper
- Saito, K., Dewaele, J., Abe, M., & In'nami, Y. (2018). Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross‐Sectional and Longitudinal Study. Language Learning. https://doi.org/10.1111/lang.12297
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
