The DOI matches its Crossref record; 55 of the 59 references it cites were found in a registry or an index.
Love and enjoyment in context: Four case studies of adolescent EFL learners
Open accessAbstract
This study explores the foreign language learning emotions of four EFL adolescent students in Romania and the ways in which their emotions emerge in their sociocultural context. Multiple qualitative methods were employed over a school semester, including a written task, semi-structured interviews with the learners and their teachers, lesson observations and English-related events outside the classroom. It was found that, while all four participants reported experiencing positive emotions in language learning, a distinction was identified in the intensity and stability of their emotions. Two participants expressed a strong and stable emotion of love towards English, while the other two participants experienced enjoyment in their English language learning without an intense emotional attachment to English. Unlike enjoyment, love was found to be the driving force in the learning process, creating effective coping mechanisms when there was a lack of enjoyment in certain classroom situations and motivating learners to invest greater effort into language learning in and out of the classroom. The findings thus revealed that, unlike enjoyment, love broadened cognition and maintained engagement in learning. The study emphasizes the role of strong, enduring positive emotions in teenage students’ language learning process.
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“Love can also potentially create effective coping mechanisms, motivate learners, and be the driving force in language learning (Pavelescu and Petrić, 2018).”
From Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021) · cites this paper as Pavelescu and Petrić, 2018
In the citing paper
“For instance, despite the few qualitative works employing qualitative data collection instruments (e.g., Pavelescu and Petrić, 2018; Dewaele and Pavelescu, 2021), the dominant instrument used to measure student engagement has been self-report surveys and questionnaires.”
From Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021) · cites this paper as Pavelescu and Petrić, 2018
Citations
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“In sum, then, the findings have revealed the social construction of positive emotions in language learning, confirming previous research such as Imai’s (2010), which has emphasized that “emotions .”
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The 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 · cited 2×
“Dewaele and MacIntyre (2014, 2016) highlight the role of the positive emotion of enjoyment by showing that anxiety can be experienced together with enjoyment in the foreign language classroom.”
Anger and Aggression: An Essay on Emotion.
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Wang, Y., Derakhshan, A., & Zhang, L. J. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.731721 · Cited by 762
“A loving instructor has this ability to strengthen students’ functioning and potentials Love can also potentially create effective coping mechanisms, motivate learners, and be the driving force in language learning (Pavelescu and Petrić, 2018).”
BackgroundThe Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research
Dewaele, J., Chen, X., Padilla, A. M., & Lake, J. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02128 · Cited by 744
“, Seligman and Csikszentmihalyi, 2000) namely positive emotions and positive character traits have bloomed. Variables such as empathy, selves, flow, perseverance, motivation, engagement, perseverance, love, and passion have attracted widespread attention. One vibrant area that has expanded geographically and methodolo…”
BackgroundLi, C., Jiang, G., & Dewaele, J. (2018) · System · doi:10.1016/j.system.2018.06.004 · Cited by 625
How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners?
Yan, J., & Dewaele, J. (2019) · System · doi:10.1016/j.system.2019.02.017 · Cited by 581
Dewaele, J.-M., & Li, C. (2021) · Language Teaching Research · doi:10.1177/13621688211014538 · Cited by 532
“Interest moved beyond foreign language (classroom) anxiety to include a wider spectrum of emotions including enjoyment, love, pride, hope, shame, guilt, and boredom (e.g. MacIntyre et al., 2019; Pavelescu & Petrić, 2018; Teimouri, 2018).”
Background
Metadata
- Authors
- Pavelescu, L. M., & Petrić, B.
- Affiliations
- Guildford College (GB)
- Birkbeck, University of London (GB)
- Venue
- Studies in Second Language Learning and Teaching
- Publisher
- Adam Mickiewicz University Poznan
- Published
- 2018-03-27
- Volume
- 8
- Issue
- 1
- Pages
- 73-101
- ISSN
- 2083-5205 (ISSN-L)
- 2084-1965
- OpenAlex
- W2773076691
- Cited by
- 139
- References
- 59
- Citations by year
- 2026: 10 · 2025: 27 · 2024: 20 · 2023: 18 · 2022: 23 · 2021: 16 · 2020: 8 · 2019: 14 · 2018: 3
- FWCI
- 57.69
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Studies in Second Language Learning and Teaching (publishedVersion, cc-by)
- BIROn (Birkbeck, University of London) (acceptedVersion)
- Studies in Second Language Learning and Teaching (Adam Mickiewicz University in Poznan) (submittedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Birkbeck, University of London
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- positive emotions, student motivation, coping strategies, student engagement, Romanian adolescents
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