Future selves, enjoyment and anxiety as predictors of L2 writing achievement

Bailey, 1983, Competitiveness and anxiety in adult second language learning: Looking at and through the diary studies, 67

Baron, 1986, The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations, Journal of Personality and Social Psychology, 51, 1173, 10.1037/0022-3514.51.6.1173

Brown, 2018, The use of course grades as metrics in L2 research: A systematic review, Foreign Language Annals, 51, 763, 10.1111/flan.12370

Cheng, 2002, Factors associated with foreign language writing anxiety, Foreign Language Annals, 35, 647, 10.1111/j.1944-9720.2002.tb01903.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

Csizér, 2017, English majors’ self-regulatory control strategy use in academic writing and its relation to L2 motivation, Applied Linguistics, 38, 386

Daly, 1975, The empirical development of an instrument to measure writing apprehension, Research in the Teaching of English, 9, 242, 10.58680/rte197520067

Dewaele, 2018, Does the effect of enjoyment outweigh that of anxiety in foreign language performance?, Studies in Second Language Learning and Teaching, 8, 21, 10.14746/ssllt.2018.8.1.2

Dewaele, 2017, The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation, Journal of the European Second Language Association, 1, 12, 10.22599/jesla.6

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, 2016, Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of the language learner, 215

Dörnyei, 2009, The L2 motivational self-system, 9

Dörnyei, 2014, Future self-guides and vision, 7

Dörnyei, 2013, Motivation and vision: An analysis of future L2 self images, sensory styles, and imagery capacity across two target languages, Language Learning, 63, 437, 10.1111/lang.12005

Dörnyei, 2015

Dörnyei, 2005

Elahi Shirvan, 2018, Exploring the fluctuations of foreign language enjoyment in conversation: An idiodynamic perspective, Journal of Intercultural Communication Research, 47, 21, 10.1080/17475759.2017.1400458

Field, 2013

Fritzsche, 2003, Individual differences in academic procrastination tendency and writing success, Personality and Individual Differences, 35, 1549, 10.1016/S0191-8869(02)00369-0

Hashemian, 2013, The relationship between L2 learners’ motivation/attitude and success in L2 writing, Procedia-Social and Behavioral Sciences, 70, 476, 10.1016/j.sbspro.2013.01.085

Higgins, 1987, Self-discrepancy: A theory relating self and affect, Psychological Review, 94, 319, 10.1037/0033-295X.94.3.319

Higgins, 1998, Promotion and prevention: Regulatory focus as a motivational principle, vol. 30, 1

Horwitz, 1986, Foreign language classroom anxiety, The Modern Language Journal, 70, 125, 10.1111/j.1540-4781.1986.tb05256.x

Jang, 2019, The effects of ideal and ought-to L2 selves on Korean EFL learners’ writing strategy use and writing quality, Reading and Writing, 32, 1129, 10.1007/s11145-018-9903-0

Jiang, C. & Papi, M. (in press). The motivation-anxiety interface in language learning: A regulatory focus perspective. International Journal of Applied Linguistics.

Khajavy, 2017, Predictors of willingness to read in English: Testing a model based on possible selves and self-confidence, Journal of Multilingual and Multicultural Development, 38, 871, 10.1080/01434632.2017.1284853

Khajavy, 2018, Role of the emotions and classroom environment in willingness to communicate: Applying doubly latent multilevel analysis in second language acquisition research, Studies in Second Language Acquisition, 40, 605, 10.1017/S0272263117000304

Kirmizi, 2015, An investigation of L2 learners’ writing self-efficacy, writing anxiety and its causes at higher education in Turkey, International Journal of Higher Education, 4, 57, 10.5430/ijhe.v4n2p57

Kormos, 2012, The role of individual differences in L2 writing, Journal of Second Language Writing, 21, 390, 10.1016/j.jslw.2012.09.003

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, 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

MacIntyre, 2012, Emotions that facilitate language learning: The positive-broadening power of the imagination, Studies in Second Language Learning and Teaching, 2, 193, 10.14746/ssllt.2012.2.2.4

Noels, 2003, Why are you learning a second language? Motivational orientations and self‐determination theory, Language Learning, 53, 33, 10.1111/1467-9922.53223

Papi, 2010, The L2 motivational self-system, L2 anxiety, and motivated behavior: A structural equation modeling approach, System, 38, 467, 10.1016/j.system.2010.06.011

Papi, 2016

Papi, 2018, Motivation as quality: Regulatory fit effects on incidental vocabulary learning, Studies in Second Language Acquisition, 40, 707, 10.1017/S027226311700033X

Papi, 2012, Teacher motivational practice, student motivation, and possible L2 selves: An examination in the Iranian EFL context, Language Learning, 62, 571, 10.1111/j.1467-9922.2011.00632.x

Papi, 2021, Motivational mechanisms underlying second language achievement: A regulatory focus perspective, Language Learning, 71, 10.1111/lang.12443

Papi, 2012, Dynamics of selves and motivation: A cross‐sectional study in the EFL context of Iran, International Journal of Applied Linguistics, 22, 287, 10.1111/j.1473-4192.2012.00312.x

Papi, 2014, Language learner motivational types: A cluster analysis study, Language Learning, 64, 493, 10.1111/lang.12065

Papi, 2019, Feedback-seeking behavior in language learning: Basic components and motivational antecedents, The Modern Language Journal, 103, 205, 10.1111/modl.12538

Papi, 2020, Feedback-seeking behavior in second language writing: Motivational mechanisms, Reading and Writing, 33, 485, 10.1007/s11145-019-09971-6

Plonsky, 2015, Methodological synthesis in quantitative L2 research: A review of reviews and a case study of exploratory factor analysis, Language Learning, 65, 9, 10.1111/lang.12111

Plonsky, 2014, How big is “big”? Interpreting effect sizes in L2 research, Language Learning, 64, 878, 10.1111/lang.12079

Rahimi, 2019, Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language, Reading and Writing, 32, 761, 10.1007/s11145-018-9887-9

Safdari, 2021, Operationalizing L2 motivational self system: Improving EFL learners’ motivation through a vision enhancement program, Language Teaching Research, 25, 282, 10.1177/1362168819846597

Tabachnick, 2007, Vol. 5, 481

Taguchi, 2009, The L2 motivational self-system amongst Chinese, Japanese, and Iranian learners of English: A comparative study, 66

Tsai, 2008, The development of an English writing anxiety scale for institute of technology English majors, Journal of Education and Psychology, 31, 81

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

Teimouri, 2019, Second language anxiety and achievement: A meta-analysis, Studies in Second Language Acquisition, 41, 363, 10.1017/S0272263118000311

Tsao, 2017, The effects of writing anxiety and motivation on EFL college students’ self-evaluative judgments of corrective feedback, Psychological Reports, 120, 219, 10.1177/0033294116687123

Waller, 2017, Motivation and feedback: How implicit theories of intelligence predict L2 writers’ motivation and feedback orientation, Journal of Second Language Writing, 35, 54, 10.1016/j.jslw.2017.01.004

You, 2016, Language learning motivation in China: Results of a large-scale stratified survey, Applied Linguistics, 37, 495, 10.1093/applin/amu046

Zabihi, 2020, The differential role of domain-specific anxiety in learners’ narrative and argumentative L2 written task performances, Current Psychology, 39, 1438, 10.1007/s12144-018-9850-6