Teacher and Learner Factors Shaping Classroom Emotions: Evidence From High School Students in Xinjiang, China

References

Botes, E., Dewaele, J.-M., & Greiff, S. (2022). Taking stock: A meta-analysis of the effects of foreign language enjoyment. Studies in Second Language Learning and Teaching, 12(2), 205-232.10.14746/ssllt.2022.12.2.3Search in Google Scholar

Botes, E., van der Westhuizen, L., Dewaele, J.-M., MacIntyre, P. D., & Greiff, S. (2022). Validating the short-form foreign language classroom anxiety scale. Applied Linguistics, 43(5), 1006-1033.10.1093/applin/amac018Search in Google Scholar

Cao, H. (2010). Urban-rural income disparity and urbanization: What is the role of spatial distribution of ethnic groups? A case study of Xinjiang Uyghur Autonomous Region in western China. Regional Studies, 44(8), 965-982.10.1080/00343400903401550Search in Google Scholar

Creswell, J. W., & Plano-Clark, V. L. (2011). Designing and conducting mixed-methods research. Sage.Search in Google Scholar

Dewaele, J.-M., Chen, X., Padilla, A. M., & Lake, J. (2019). The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10, 2128.10.3389/fpsyg.2019.02128Search in Google Scholar

Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237-274.10.14746/ssllt.2014.4.2.5Search in Google Scholar

Dewaele, J.-M., & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of FL learning? In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive Psychology in SLA (pp. 215-236). Multilingual Matters.10.21832/9781783095360-010Search in Google Scholar

Dewaele, J.-M., & MacIntyre, P. D. (2019). The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety. In M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of instructed second language acquisition studies (pp. 263-286). Routledge.10.4324/9781351190558-12Search in Google Scholar

Dewaele, J.-M., MacIntyre, P. D., Boudreau, C., & Dewaele, L. (2016). Do girls have all the fun? Anxiety and enjoyment in the FL classroom. Theory and Practice of Second Language Acquisition, 2(1), 41-63.Search in Google Scholar

Dewaele, J.-M., Saito, K., & Halimi, F. (2022). How teacher behavior shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation. Language Teaching Research. https://doi.org/10.1177/1362168822108960110.1177/13621688221089601Search in Google Scholar

Dewaele, J.-M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 22(6), 676-697.10.1177/1362168817692161Search in Google Scholar

Fox, J., & Weisberg, S. (2019). An R companion to applied regression. Sage.Search in Google Scholar

Fredrickson, B.-L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotion. American Psychologist, 56(3), 218-226.10.1037//0003-066X.56.3.218Search in Google Scholar

Fredrickson, B.-L. (2003). The value of positive emotions: The emerging science of positive psychology is coming to understand why it’s good to feel good. American Scientist, 91(4), 330-335.10.1511/2003.26.330Search in Google Scholar

Gan, Q. (2024). Different registers, different grammars in second language production? The dative alternation in spoken and written Chinese learner English. Lingua, 309, 103790.10.1016/j.lingua.2024.103790Search in Google Scholar

Gan, Q., & Ma, L. (2023). Examining the perceptions and self-reported practices of L2 teachers in China regarding oral fluency: A conceptual replication and extension. Language Teaching Research. https://doi.org/10.1177/1362168823118685710.1177/13621688231186857Search in Google Scholar

Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154-167.10.1017/S026144480999036XSearch in Google Scholar

Jiang, Y. (2020). Effects of teacher-related factors in Chinese university students’ foreign language classroom enjoyment. Foreign Language World, 196(1), 60-68.Search in Google Scholar

Jiang, Y., & Dewaele, J.-M. (2019). How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners? System, 82, 13-25.10.1016/j.system.2019.02.017Search in Google Scholar

Joe, H.-K., Hiver, P., & Al-Hoorie, A.-H. (2017). Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings. Learning and Individual Differences, 53, 133-144.10.1016/j.lindif.2016.11.005Search in Google Scholar

Khajavy, G. H., Ghonsooly, B., Hosseini Fatemi, A., & Choi, C. W. (2016). Willingness to communicate in English: A microsystem model in the Iranian EFL classroom context. TESOL Quarterly, 50(1), 154-180.10.1002/tesq.204Search in Google Scholar

Kramsch, C. (2008). Ecological perspectives on foreign language education. Language Teaching, 41(3), 389-408.10.1017/S0261444808005065Search in Google Scholar

Kramsch, C., & Whiteside, A. (2008). Language ecology in multilingual settings: Towards a theory of symbolic competence. Applied Linguistics, 29(4), 645-671.10.1093/applin/amn022Search in Google Scholar

Larsen-Freeman, D. (2015). Saying what we mean: Making a case for “language acquisition” to become “language development.” Language Teaching, 48(4), 491-505.10.1017/S0261444814000019Search in Google Scholar

Li, C. (2021). Positive psychology approach to second language acquisition: A review. Foreign Language Education, 42(4), 57-63.Search in Google Scholar

Li, C. (2022). Foreign language learning boredom and enjoyment: The effects of learner variables and teacher variables. Language Teaching Research. https://doi.org/10.1177/1362168822109032410.1177/13621688221090324Search in Google Scholar

Li, C., Dewaele, J.-M., & Jiang, G. (2020). The complex relationship between classroom emotions and EFL achievement in China. Applied Linguistics Review, 11(3), 485-510.10.1515/applirev-2018-0043Search in Google Scholar

Li, C., Huang, J., & Li, B. (2021). The predictive effects of classroom environment and trait emotional intelligence on foreign language enjoyment and anxiety. System, 96, 102393.10.1016/j.system.2020.102393Search in Google Scholar

Li, C., Jiang, G., & Dewaele, J.-M. (2018). Foreign language enjoyment of Chinese high school students: Validation of the Chinese version of foreign language enjoyment scale. System, 76, 183-196.10.1016/j.system.2018.06.004Search in Google Scholar

Luo, H. (2018). Predictors of foreign language anxiety: A study of college-level L2 learners of Chinese. Chinese Journal of Applied Linguistics, 41(1), 3-24.10.1515/cjal-2018-0001Search in Google Scholar

MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283-305.10.1111/j.1467-1770.1994.tb01103.xSearch in Google Scholar

MacIntyre, P. D., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193-213.10.14746/ssllt.2012.2.2.4Search in Google Scholar

MacIntyre, P. D., & Vincze, L. (2017). Positive and negative emotions underline motivation for L2 learning. Studies in Second Language Learning and Teaching, 7(1), 61-68.10.14746/ssllt.2017.7.1.4Search in Google Scholar

Oladrostam, E., Rezaee, A. A., & Nushi, M. (2022). Positive psychology and SLA revisited: Unearthing positive emotions in EFL classrooms. Frontiers in Psychology, 13, 922413.10.3389/fpsyg.2022.922413Search in Google Scholar

Plonsky, L., & Oswald, F. L. (2014). How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878-912.10.1111/lang.12079Search in Google Scholar

R Core Team. (2023). R: A language and environment for statistical computing. R Foundation for Statistical Computing. https://www.R-project.orgSearch in Google Scholar

Saghafi, K., Adel, S. M. R., & Zareian, G. (2017). An ecological study of foreign language writing anxiety in English as a foreign language classroom. Journal of Intercultural Communication Research, 46(5), 424-440.10.1080/17475759.2017.1367954Search in Google Scholar

Saito, Y., Garza, T. J., & Horwitz, E. K. (1999). Foreign language reading anxiety. The Modern Language Journal, 83(2), 202-218.10.1111/0026-7902.00016Search in Google Scholar

Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 129-142.10.1111/j.1467-1770.1978.tb00309.xSearch in Google Scholar

Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14.10.1037//0003-066X.55.1.5Search in Google Scholar

Su, H. (2022). Foreign language enjoyment and classroom anxiety of Chinese EFL learners with intermediate and low English proficiency. Journal of Language Teaching and Research, 13(1), 101-109.10.17507/jltr.1301.12Search in Google Scholar

Tao, Y., & Jiang, Z. (2021). An investigation into career development contexts of university Russian language teachers in China (1949-2019) from the perspective of ecological theory. Chinese Journal of Applied Linguistics, 44(2), 166-186.10.1515/CJAL-2021-0010Search in Google Scholar

Wang, M., Gan, Q., & Boland, J. (2021). L2 syntactic alignment in the reading-writing integrated continuation task: Evidence from Chinese EFL learners’ description of motion events. Chinese Journal of Applied Linguistics, 44(3), 292-313.10.1515/CJAL-2021-0019Search in Google Scholar

Zheng, R., & Feng, E. (2023). The correlations between perceived classroom environment, foreign language learning boredom and EFL achievement: A full mediation model. Chinese Journal of Applied Linguistics, 46(4), 605-624.10.1515/CJAL-2023-0407Search in Google Scholar

Zuur, A. F., Ieno, E. N., & Elphick, C. S. (2010). A protocol for data exploration to avoid common statistical problems. Methods in Ecology and Evolution, 1(1), 3-14.10.1111/j.2041-210X.2009.00001.xSearch in Google Scholar