Emotions in classroom language learning: What can we learn from achievement emotion research?

Ahmed, 2010, The role of competence and value beliefs in students' daily emotional experiences: A multilevel test of a transactional model, Learning and Individual Differences, 20, 507, 10.1016/j.lindif.2010.03.005 Aida, 1994, Examination of Horwitz, Horwitz, and cope's construct of foreign language anxiety: The case of students of Japanese, The Modern Language Journal, 78, 155, 10.1111/j.1540-4781.1994.tb02026.x Alpert, 1960, Anxiety in academic achievement situations, Journal Of Abnormal And Social Psychology, 61, 207, 10.1037/h0045464 Artino, 2012, Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning, The Internet and Higher Education, 15, 170, 10.1016/j.iheduc.2012.01.006 Bandura, 2001, Social cognitive theory: An agentic perspective, Annual Review Of Psychology, 52, 1, 10.1146/annurev.psych.52.1.1 Barrett, 2018 Barrett, 1998, Independence and bipolarity in the structure of current affect, Journal of Personality and Social Psychology, 74, 967, 10.1037/0022-3514.74.4.967 Bieg, 2013, Can I master it and does it matter? An intraindividual analysis on control-value antecedents of trait and state academic emotions, Learning and Individual Differences, 28, 102, 10.1016/j.lindif.2013.09.006 Bown, 2010, Affect in a self-regulatory framework for language learning, System, 38, 432, 10.1016/j.system.2010.03.016 Butler, 2017, Motivational elements of digital instructional games: A study of young L2 learners' game designs, Language Teaching Research, 21, 735, 10.1177/1362168816683560 Byrne, 2011 Chastain, 1975, Affective and ability factors in second language acquisition, Language Learning, 25, 153, 10.1111/j.1467-1770.1975.tb00115.x Cheng, 2004, A measure of second language writing anxiety: Scale development and preliminary validation, Journal of Second Language Writing, 13, 313, 10.1016/j.jslw.2004.07.001 Cheng, 2017, Development and preliminary validation of four brief measures of L2 language-skill-specific anxiety, System, 68, 15, 10.1016/j.system.2017.06.009 Cheng, 1999, language anxiety: Differentiating writing and speaking components, Language Learning, 49, 417, 10.1111/0023-8333.00095 Chomsky, 1959, A review of B. F. Skinner's ‘Verbal behavior’, Language, 35, 26, 10.2307/411334 Damasio, 2013, The nature of feelings: Evolutionary and neurobiological origins, Nature Reviews Neuroscience, 14, 143, 10.1038/nrn3403 Daniels, 2012, Not that different in theory: Discussing the control-value theory of emotions in online learning environments, Internet And Higher Education, 15, 222, 10.1016/j.iheduc.2012.04.002 Dewaele, 2005, Investigating the psychological and the emotional dimensions in instructed language learning: Obstacles and possibilities, The Modern Language Journal, 89, 367, 10.1111/j.1540-4781.2005.00311.x Dewaele, 2014, The two faces of janus? Anxiety and enjoyment in the foreign language classroom, Studies in Second Language Learning and Teaching, 4, 237, 10.14746/ssllt.2014.4.2.5 Dewaele, 2008, Effects of trait emotional intelligence and socio-biographical variables on communicative anxiety and foreign language anxiety among adult multi-linguals: A review and empirical investigation, Language Learning, 58, 911, 10.1111/j.1467-9922.2008.00482.x Dewaele, 2018, Foreign language enjoyment and anxiety: The effect of teacher and learner variables, Language Teaching Research, 22, 676, 10.1177/1362168817692161 Dörnyei, 2007, Creating a motivating classroom environment, 719 Elkafaifi, 2005, Listening comprehension and anxiety in the Arabic language classroom, The Modern Language Journal, 89, 206, 10.1111/j.1540-4781.2005.00275.x Eysenck, 1979, Anxiety, learning and memory: A reconceptualization, Journal of Research in Personality, 13, 363, 10.1016/0092-6566(79)90001-1 Eysenck, 2007, Anxiety and cognitive performance: Attentional control theory, Emotion, 7, 336, 10.1037/1528-3542.7.2.336 Fallah, 2017, Mindfulness, coping self-efficacy and foreign language anxiety: A mediation analysis, Educational Psychology, 37, 745, 10.1080/01443410.2016.1149549 Fredrickson, 2001, The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions, American Psychologist, 56, 218, 10.1037/0003-066X.56.3.218 Frenzel, 2018, Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment, Journal of Educational Psychology, 110, 628, 10.1037/edu0000228 Frenzel, 2009, Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment, Journal of Educational Psychology, 101, 705, 10.1037/a0014695 Frenzel, 2007, Achievement emotions in Germany and China: A cross-cultural validation of the academic emotions questionnaire-mathematics, Journal of Cross-Cultural Psychology, 38, 302, 10.1177/0022022107300276 Fryer, L. K. (this issue). Getting interested in learning a language: Developing a sustainable source of engagement. Gardner, 1985 Gardner, 1993, On the measurement of affective variables in second language learning, Language Learning, 43, 157, 10.1111/j.1467-1770.1992.tb00714.x Gardner, 1997, Towards a full model of second language learning: An empirical investigation, The Modern Language Journal, 81, 344, 10.1111/j.1540-4781.1997.tb05495.x Garrett, 2009, Theorizing affect in foreign language learning: An analysis of one learner's responses to a communicative based Portuguese course, The Modern Language Journal, 93, 209, 10.1111/j.1540-4781.2009.00857.x Gillies, 2004, The effects of cooperative learning on junior high school students during small group learning, Learning and Instruction, 14, 197, 10.1016/S0959-4752(03)00068-9 Goetz, 2007, Between- and within-domain relations of students' academic emotions, Journal of Educational Psychology, 99, 715, 10.1037/0022-0663.99.4.715 Goetz, 2010, Antecedents of everyday positive emotions: An experience sampling analysis, Motivation and Emotion, 34, 49, 10.1007/s11031-009-9152-2 Goetz, 2016, Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach, Learning and Instruction, 41, 115, 10.1016/j.learninstruc.2015.10.007 Gregersen, 2014, The motion of emotion: Idiodynamic case studies of learners' foreign language anxiety, The Modern Language Journal, 98, 574, 10.1111/modl.12084 Hall, 2016, Achievement goals and emotions: The mediational roles of perceived progress, control, and value, British Journal of Educational Psychology, 86, 313, 10.1111/bjep.12108 Harackiewicz, 2018, Improving student outcomes in higher education: The science of targeted intervention, Annual Review of Psychology, 69, 409, 10.1146/annurev-psych-122216-011725 Harris, 2000, Correlates and characteristics of boredom proneness and boredom, Journal of Applied Social Psychology, 30, 576, 10.1111/j.1559-1816.2000.tb02497.x Hatfield, 1994, Emotional contagion, Current Directions In Psychological Science, 2, 96, 10.1111/1467-8721.ep10770953 Horwitz, 2001, Language anxiety and achievement, Annual Review Of Applied Linguistics, 21, 112, 10.1017/S0267190501000071 Horwitz, 2010, Foreign and second language anxiety, Language Teaching, 43, 154, 10.1017/S026144480999036X Horwitz, 1986, Foreign language classroom anxiety, The Modern Language Journal, 70, 125, 10.1111/j.1540-4781.1986.tb05256.x Hwang, 2017, Interaction of problem-based gaming and learning anxiety in language students' English listening performance and progressive behavioral patterns, Computers & Education, 106, 26, 10.1016/j.compedu.2016.11.010 Johnson, 2009, An educational psychology success story: Social interdependence theory and cooperative learning, Educational Researcher, 38, 365, 10.3102/0013189X09339057 Kim, 2018, Towards emotionally aware AI smart classroom: Current issues and directions for engineering and education, IEEE Access, 6, 5308, 10.1109/ACCESS.2018.2791861 Kleinmann, 1977, Avoidance behavior in adult second language acquisition, Language Learning, 27, 93, 10.1111/j.1467-1770.1977.tb00294.x Krashen, 1982 Lane, 2005, Mood, self-set goals and examination performance: The moderating effect of depressed mood, Personality and Individual Differences, 39, 143, 10.1016/j.paid.2004.12.015 Lazarus, 1991 Lazarus, 1984 Lee, 2014 Lee, M. & Bong, M. (this issue). Relevance of goal theories to language learning research. Lichtenfeld, 2012, Measuring students' emotions in the early years: The achievement emotions questionnaire-elementary school (AEQ-ES), Learning and Individual Differences, 22, 190, 10.1016/j.lindif.2011.04.009 Li, 2018, Understanding Chinese high school students' foreign language enjoyment: Validation of the Chinese version of the foreign language enjoyment scale, System, 76, 183, 10.1016/j.system.2018.06.004 Linnenbrink, 2007, The role of affect in student learning: A multi-dimensional approach to considering the interaction of affect, motivation, and engagement, 107 Liu, 2008, An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety, The Modern Language Journal, 92, 71, 10.1111/j.1540-4781.2008.00687.x Loderer, 2018 Luo, 2016, Self-efficacy, value, and achievement emotions as mediators between parenting practice and homework behavior: A control-value theory perspective, Learning and Individual Differences, 50, 275, 10.1016/j.lindif.2016.07.017 MacIntyre, 1995, How does anxiety affect second language learning? A reply to Sparks and Ganschow, The Modern Language Journal, 79, 90, 10.1111/j.1540-4781.1995.tb05418.x MacIntyre, 2002, Motivation, anxiety and emotion in second language acquisition, 45 MacIntyre, 1989, Anxiety and second language learning: Toward a theoretical clarification, Language Learning, 39, 251, 10.1111/j.1467-1770.1989.tb00423.x MacIntyre, 1991, Language anxiety: Its relationship to other anxieties and to processing in native and second languages, Language Learning, 41, 513, 10.1111/j.1467-1770.1991.tb00691.x MacIntyre, 1994, The subtle effects of language anxiety on cognitive processing in the second language, Language Learning, 44, 283, 10.1111/j.1467-1770.1994.tb01103.x 2016 Mak, 2011, An exploration of speaking-in-class anxiety with Chinese ESL learners, System, 39, 202, 10.1016/j.system.2011.04.002 Marcos-Llinás, 2009, Effects of language anxiety on three proficiency level courses of Spanish as a foreign language, Foreign Language Annals, 42, 94, 10.1111/j.1944-9720.2009.01010.x Marsh, 1993, Academic self-concept: Theory, measurement and research, vol. 4, 59 McEown, M. S., & Oga-Baldwin, W. L. Q. (this issue). Self-determination for all language learners: New contributions to language education. Moors, 2013, Appraisal theories of emotion: State of the art and future development, Emotion Review, 5, 119, 10.1177/1754073912468165 Noels, 2000, Why are you learning a second language? Motivational orientations and self-determination theory, Language Learning, 50, 57, 10.1111/0023-8333.00111 Oga-Baldwin, W. L. Q. (this issue). Acting, thinking, feeling, making: The engagement process in foreign language learning. Park, 2014, Factor analysis of the foreign language classroom anxiety scale in Korean learners of English as a foreign language, Psychological Reports, 115, 261, 10.2466/28.11.PR0.115c10z2 Parkinson, 2015, Current emotion research in social psychology: Thinking about emotions and other people, Emotion Review, 7, 371, 10.1177/1754073915590624 Pavlenko, 2012, Affective processing in bilingual speakers: Disembodied cognition?, International Journal Of Psychology, 47, 405, 10.1080/00207594.2012.743665 Peixoto, 2015, The achievement emotions questionnaire: Validation for pre-adolescent students, European Journal Of Developmental Psychology, 12, 472, 10.1080/17405629.2015.1040757 Peixoto, 2016, “How do you feel about math?”: Relationships between competence and value appraisals, achievement emotions and academic achievement, European Journal Of Psychology Of Education, 32, 385, 10.1007/s10212-016-0299-4 Pekrun, 1992, The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators, Applied Psychology, 41, 359, 10.1111/j.1464-0597.1992.tb00712.x Pekrun, 2006, The control value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice, Educational Psychology Review, 18, 315, 10.1007/s10648-006-9029-9 Pekrun, 2006, Achievement goals and discrete achievement emotions: A theoretical model and prospective test, Journal of Educational Psychology, 98, 583, 10.1037/0022-0663.98.3.583 Pekrun, 2010, Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion, Journal of Educational Psychology, 102, 531, 10.1037/a0019243 Pekrun, 2011, Measuring emotions in students' learning and performance: The achievement emotions questionnaire (AEQ), Contemporary Educational Psychology, 36, 36, 10.1016/j.cedpsych.2010.10.002 Pekrun, 2005 Pekrun, 2002, Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research, Educational Psychologist, 37, 91, 10.1207/S15326985EP3702_4 Pekrun, 2014, Boredom and academic achievement: Testing a model of reciprocal causation, Journal Of Educational Psychology, 106, 696, 10.1037/a0036006 Pekrun, 2017, Achievement emotions and academic performance: Longitudinal models of reciprocal effects, Child Development, 88, 1653, 10.1111/cdev.12704 Pekrun, 2017 Pekrun, 2019, Happy fish in little ponds: Testing a reference group model of achievement and emotion, Journal of Personality and Social Psychology. Advance online publication, 10.1037/pspp0000230 Pekrun, 2014, Control-value theory of achievement emotions, 120 Pekrun, 2012, Academic emotions, 3 Putwain, 2018, Control-value appraisals, enjoyment, and boredom in mathematics: A longitudinal latent interaction analysis, American Educational Research Journal, 55, 1339, 10.3102/0002831218786689 Ramirez, 2018, Math anxiety: Past research, promising interventions, and a new interpretation framework, Educational Psychologist, 53, 145, 10.1080/00461520.2018.1447384 Saito, 2018, Motivation, emotion, learning experience, and second language comprehensibility development in classroom settings: A cross-sectional and longitudinal study, Language Learning, 68, 709, 10.1111/lang.12297 Saito, 1999, Foreign language reading anxiety, The Modern Language Journal, 83, 202, 10.1111/0026-7902.00016 Sardegna, 2018, Self-efficacy, attitudes, and choice of strategies for English pronunciation learning, Language Learning, 68, 83, 10.1111/lang.12263 Scherer, 2009, The dynamic architecture of emotion: Evidence for the component process model, Cognition & Emotion, 23, 1307, 10.1080/02699930902928969 Scherer, 2013, The nature and dynamics of relevance and valence appraisals: Theoretical advances and recent evidence, Emotion Review, 5, 150, 10.1177/1754073912468166 Schumann, 1994, Where is cognition? Emotion and cognition in second language acquisition, Studies in Second Language Acquisition, 16, 231, 10.1017/S0272263100012894 Scovel, 1978, The effect of affect on foreign language learning: A review of the anxiety research, Language Learning, 28, 129, 10.1111/j.1467-1770.1978.tb00309.x Seligman, 2000, Positive psychology: An introduction, American Psychologist, 55, 5, 10.1037/0003-066X.55.1.5 Shao, 2019 Shao, 2019 Shao, 2012, The relationship between EFL students' emotional intelligence and writing achievement, Innovation in Language Learning and Teaching, 7, 107, 10.1080/17501229.2012.725730 Shao, 2013, An exploration of Chinese EFL students' emotional intelligence and foreign language anxiety, The Modern Language Journal, 97, 919, 10.1111/j.1540-4781.2013.12042.x Sparks, 1991, Foreign language learning differences: Affective or native language aptitude differences?, The Modern Language Journal, 75, 3, 10.1111/j.1540-4781.1991.tb01076.x Sparks, 1993, Searching for the cognitive locus of foreign language learning difficulties: Linking first and second language learning, The Modern Language Journal, 77, 289, 10.1111/j.1540-4781.1993.tb01974.x Sparks, 1995, A strong inference approach to causal factors in foreign language learning: A response to MacIntyre, The Modern Language Journal, 79, 235, 10.1111/j.1540-4781.1995.tb05436.x Swain, 2013, The inseparability of cognition and emotion in second language learning, Language Teaching, 46, 195, 10.1017/S0261444811000486 Teimouri, 2017, L2 selves, emotions, and motivated behaviors, Studies in Second Language Acquisition, 39, 681, 10.1017/S0272263116000243 Teimouri, 2018, Differential roles of shame and guilt in L2 learning: How bad is bad?, The Modern Language Journal, 102, 632, 10.1111/modl.12511 Turner, 2001, Expectancy–value relationships of shame reactions and shame resiliency, Journal of Educational Psychology, 93, 320, 10.1037/0022-0663.93.2.320 Vygotsky, 2000 Weiner, 1985, An attributional theory of achievement motivation and emotion, Psychological Review, 92, 548, 10.1037/0033-295X.92.4.548 Woodrow, 2006, Anxiety and speaking English as a second language, RELC Journal, 37, 308, 10.1177/0033688206071315 Zeidner, 1998 Zeidner, 2007, Test anxiety in educational contexts: What I have learned so far, 165