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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 7 of 7 1 Fluctuations in mental well-being during stay abroad Dewaele, Jean-Marc; Dewaele, L.. - : Benjamins, 2021 BASE Show details 2 Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions. Dewaele, Jean-Marc; Dewaele, L.. - : Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, 2020 BASE Show details 3 Actual and self-perceived linguistic proficiency gains in French during study abroad Dewaele, L.; Dewaele, Jean-Marc. - : MDPI, 2020 BASE Show details 4 Learner-internal and learner-external predictors of willingness to communicate in the FL classroom Dewaele, Jean-Marc; Dewaele, L.. - : White Rose University Press, 2018 Abstract: Willingness to Communicate (WTC), defined as “a readiness to enter into discourse at a particular time with a specific person or persons, using a L2” (MacIntyre, Dörnyei, Clément & Noels, 1998, p. 547), is influenced by a complex interplay of interacting learner-internal variables (including sociobiographical, emotional and macro intergroup variables) and learner-external variables (i.e. teacher-centred) in the foreign language (FL) classroom. The present study attempts to identify the strongest predictors of WTC from 189 British pupils in two excellent London secondary schools studying mostly French, German and Spanish as FLs. Correlation analyses followed by multiple regression analyses showed that the strongest predictors of WTC were FL classroom anxiety, frequent FL use by the teacher, a positive attitude towards the FL (a neglected macro intergroup dimension in recent research), followed by high levels of social FL Enjoyment and age. The pedagogical implication is that FL teachers can boost learners’ WTC by creating a positive emotional classroom climate where pupils can overcome their anxiety. Moreover, by generating a genuine interest in the FL and using the FL a lot, teachers can increase their pupils’ levels of WTC. Keyword: Applied Linguistics and Communication (to 2020) URL: https://eprints.bbk.ac.uk/id/eprint/22801/1/jesla-37_dewaele%20proofread.pdf https://doi.org/10.22599/jesla.37 https://eprints.bbk.ac.uk/id/eprint/22801/ BASE Hide details 5 The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation Dewaele, Jean-Marc; Dewaele, L.. - : White Rose University Press, 2017 BASE Show details 6 Foreign language enjoyment and anxiety: the effect of teacher and learner variables Dewaele, Jean-Marc; Witney, J.; Saito, Kazuya. - : Sage, 2017 BASE Show details 7 Do girls have all the fun? Anxiety and enjoyment in the foreign language classroom Dewaele, Jean-Marc; MacIntyre, P.; Dewaele, L.. - : University of Silesia in Katowice, 2016 BASE Show details

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