The DOI matches its Crossref record; 36 of the 37 references it cites were found in a registry or an index.
The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation
Open accessAbstract
The combined effect of positive and negative emotions in Second Language Acquisition (SLA) has attracted the attention of researchers influenced by the Positive Psychology movement (Dewaele & MacIntyre, 2014; 2016a). The current study is based on a pseudo-longitudinal design to investigate how the positive and negative emotions of 189 foreign language pupils in two London schools evolved over time. A comparison of the mean values of Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) among 12–13 year olds (age group 1), 14–15 year olds (age group 2) and 16–18 year olds (age group 3) showed little variation in FLCA and a slight increase in FLE. Multiple regression analyses revealed that fewer independent variables (learner-internal and teacher-centred variables) predicted FLE and FLCA at the start and at the end of the secondary education compared to the middle phase. These findings suggest that the causes of positive and negative emotions are dynamic and change over time. Moreover, the nature of the relationships changes.
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.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The cited source says what the claim attributes to it.
In the citing paper
“Previous research has found positive relationships between FLE and attitude towards the FL (Dewaele and Dewaele, 2017;Dewaele, Özdemir et al., 2019;De Smet et al., 2018;Jiang and Dewaele, 2019) as well as motivation to learn (Lee & Lee, 2021;Zhang et al., 2020).”
From Sources and effects of foreign language enjoyment, anxiety, and boredom: A structural equation modeling approach (2023) · cites this paper as Dewaele and Dewaele, 2017
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
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
(1985) · Cited by 4,527
Principles and Practice in Second Language Acquisition
Krahnke, K. J., & Krashen, S. D. (1983) · TESOL Quarterly · doi:10.2307/3586656 · Cited by 4,483
How Big Is “Big”? Interpreting Effect Sizes in L2 Research
Plonsky, L., & Oswald, F. L. (2014) · Language Learning · doi:10.1111/lang.12079 · Cited by 1,960
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
Self-citationThe Psychology of the Language Learner Revisited
Dornyei, Z., & Ryan, S. (2015) · doi:10.4324/9781315779553 · Cited by 1,518
Ellis, R., & Barkhuizen, G. (2005) · Cited by 1,102
The Value of Positive Emotions
Fredrickson, B. (2003) · American Scientist · doi:10.1511/2003.4.330 · Cited by 1,006
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-citation
Research works printed but not linked: 5
- Arnold, 2007, Language Acquisition and Development, 107
- Berdal-Masuy, 2015, Affects et acquisition des langues, Le langage et l’homme, 50, 3
- Dewaele, 2017, Teacher Psychology in Second Language Acquisition
- Dulay, 1977, Viewpoints on English as a Second Language, 95
- Schumann, 1978, Second-Language Acquisition and Foreign Language Teaching, 27
Cited by
Sorted by citations
The 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
Self-citationSetting an Agenda for Positive Psychology in SLA: Theory, Practice, and Research
MACINTYRE, P. D., GREGERSEN, T., & MERCER, S. (2019) · The Modern Language Journal · doi:10.1111/modl.12544 · Cited by 579
Li, C., Jiang, G., & Dewaele, J. (2018) · System · doi:10.1016/j.system.2018.06.004 · Cited by 625
Self-citationHow 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
Self-citationSaito, K., Dewaele, J., Abe, M., & In’nami, Y. (2018) · Language Learning · doi:10.1111/lang.12297 · Cited by 486
Self-citation
Metadata
- Authors
- Dewaele, J.-M., & Dewaele, L.
- Affiliations
- University of London (GB)
- University of Oxford (GB)
- Corresponding author
- Dewaele, Jean-Marc
- Dewaele, Livia
- Venue
- Journal of the European Second Language Association
- Publisher
- White Rose University Press
- Published
- 2017-08-01
- Volume
- 1
- Issue
- 1
- Pages
- 12-22
- ISSN
- 2399-9101 (ISSN-L)
- OpenAlex
- W2723638148
- Cited by
- 285
- References
- 37
- Citations by year
- 2026: 25 · 2025: 46 · 2024: 34 · 2023: 36 · 2022: 53 · 2021: 43 · 2020: 17 · 2019: 19 · 2018: 10 · 2017: 2
- FWCI
- 76.21
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Journal of the European Second Language Association (publishedVersion, cc-by)
- BIROn (Birkbeck, University of London) (acceptedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- 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
- foreign language classroom anxiety, foreign language enjoyment, positive emotions, negative emotions, second language acquisition, high school students, age differences
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
