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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 BASE Show 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 Abstract: 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. Keyword: Applied Linguistics and Communication (to 2020) URL: https://doi.org/10.22599/jesla.6 https://eprints.bbk.ac.uk/id/eprint/19022/2/19022.pdf https://eprints.bbk.ac.uk/id/eprint/19022/7/19022A.pdf https://eprints.bbk.ac.uk/id/eprint/19022/ BASE Hide 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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