Mapping the Antecedents of Foreign Language Enjoyment in Online Education: A Qualitative Diary Analysis

Ahmadi-Azad, S., Asadollahfam, H., & Zoghi, M. (2020). Effects of teacher’s personality traits on EFL learners’ foreign language enjoyment. System, 95, 102369. https://doi.org/10.1016/j.system.2020.102369

Apridayani, A., & Waluyo, B. (2022). Antecedents and effects of students’ enjoyment and boredom in synchronous online English    courses.               Journal of            Multilingual        and        Multicultural      Development,    1-16. https://doi.org/10.1080/01434632.2022.2152457

Averill, J. R. (1983). Studies on anger and aggression: Implications for theories of emotion. American psychologist, 38(11), 1145. https://psycnet.apa.org/doi/10.1037/0003-066X.38.11.1145

Becker, E. S., Keller, M. M., Goetz, T., Frenzel, A. C., & Taxer, J. L. (2015). Antecedents of teachers’ emotions in the classroom: an intraindividual approach. Frontiers in psychology, 6, 635. https://doi.org/10.3389/fpsyg.2015.00635

Bond, M., & Bedenlier, S. (2019). Facilitating student engagement through educational technology: towards a conceptual framework. Journal of Interactive Media in Education, 2019(1). https://eric.ed.gov/?id=EJ1228555

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. http://dx.doi.org/10.14746/ssllt.2022.12.2.3

Csikszentmihalyi, M. (2008). Flow: The psychology of optimal experience. New York: Harper Perennial.

Daubney, M. A. R. K., Dewaele, J. M., & Gkonou, C. (2017). Preliminary thoughts on language anxiety and the focus of this anthology. New  Insights into Language Anxiety: Theory, Research and Educational Implications,         1-7. https://doi.org/10.21832/9781783097722-002

Deng, W., Lei, W., Guo, X., Li, X., Ge, W., & Hu, W. (2022). Effects of regulatory focus on online learning engagement of high school students: The mediating role of self-efficacy and academic emotions. Journal of Computer Assisted Learning, 38(3), 707–718. https://doi.org/10.1111/jcal.12642

Derakhshan, A., & Fathi, J. (2023). Grit and foreign language enjoyment as predictors of EFL learners’ online engagement: The  mediating  role  of  online  learning  self-efficacy.  The  Asia-Pacific  Education  Researcher,        1-11. https://doi.org/10.1007/s40299-023-00745-x

Dewaele,  J.  M.  (2011).  Multilingualism:  Acquisition  and  use.  International  Journal  of  Applied Linguistics, 21(2). https://doi.org/10.1111/j.1473-4192.2011.00289_2.x

Dewaele, J. M. (2022). The interplay between learner-internal variables and levels of anxiety and enjoyment among Spanish EFL learners. In Understanding variability in second language acquisition, bilingualism, and cognition (pp. 217-239). Routledge.

Dewaele, J. M., & Alfawzan, M. (2018). Does the effect of enjoyment outweigh that of anxiety in foreign language performance?. Studies in second language learning and teaching, 8(1), 21-45. https://www.ceeol.com/search/article- detail?id=624879

Dewaele, J. M., & Dewaele, L. (2018). Learner-internal and learner-external predictors of willingness to communicate in the FL classroom. Journal of the European Second Language Association, 2(1), 24-37. http://doi.org/10.22599/jesla.37

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. https://www.ceeol.com/search/article- detail?id=79515

Dewaele, J. M., & P. D. MacIntyre. (2016). Foreign Language Enjoyment and Foreign Language Classroom Anxiety: The Right and Left Feet of the Language Learner. In Positive Psychology in SLA, edited by P. D. MacIntyre, T. Gregersen, and S. Mercer, 215–236. Bristol: Multilingual Matters.

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 Evidence-based second language pedagogy (pp. 263-286). Routledge.

Dewaele, J. M., Magdalena, A. F., & Saito, K. (2019). The effect of perception of teacher characteristics on Spanish EFL learners’ anxiety and enjoyment. The Modern Language Journal, 103(2), 412-427. https://doi.org/10.1111/modl.12555

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. https://doi.org/10.1177/1362168817692161

Dornyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.

Elahi Shirvan, M., Taherian, T., & Yazdanmehr, E. (2021). Foreign language enjoyment: a longitudinal confirmatory factor analysis–curve     of            factors  model.  Journal of            Multilingual and Multicultural Development, 1–19. https://doi.org/10.1080/01434632.2021.1874392

Gross, J. J., & Barrett, L. F. (2011). Emotion generation and emotion regulation: One or two depends on your point of view. Emotion Review, 3(1), 8e16. https://doi.org/10.1177/1754073910380974

Guo, Y. (2021). Exploring the dynamic interplay between foreign language enjoyment and learner engagement with regard to EFL achievement and absenteeism: A sequential mixed methods study. Frontiers in Psychology, 12, 766058. https://doi.org/10.3389/fpsyg.2021.766058

Hawkins, A., Barbour, M. K., & Graham, C. R. (2012). Everybody is their own island: Teacher disconnection in a virtual school. International Review of Research in Open and Distributed Learning, 13(2), 123-144. https://doi.org/10.19173/irrodl.v13i2.967

Hilliard, J., Kear, K., Donelan, H., & Heaney, C. (2020). Students’ experiences of anxiety in an assessed, online, collaborative project. Computers & Education, 143, 103675. https://doi.org/10.1016/j.compedu.2019.103675

Jiang, Y., & Dewaele, J. M. (2019). How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners?. System, 82, 13-25. https://doi.org/10.1016/j.system.2019.02.017

Lee, J. Y., & Chei, M. J. (2020). Latent profile analysis of Korean undergraduates’ academic emotions in e-learning environment. Educational Technology Research and Development, 68(3), 1521-1546. https://doi.org/10.1007/s11423- 019-09715-x

Li, C., Jiang, G., & Dewaele, J. M. (2018). Understanding Chinese high school students’ foreign language enjoyment: validation of the Chinese version of the foreign language enjoyment scale. System, 76, 183-196. https://doi.org/10.1016/j.system.2018.06.004

Liu, E., Wang, J., & Bai, S. (2022). Self-guides, enjoyment, gender, and achievement: a survey of Chinese EFL high school students.               Journal of            Multilingual        and        Multicultural      Development,    1-18. https://doi.org/10.1080/01434632.2022.2153854

Luo, R., Zhan, Q., & Lyu, C. (2023). Influence of instructor humor on learning engagement in the online learning environment. Social Behavior and Personality: An International Journal, 51(2), 1–12. https://doi.org/10.2224/sbp.12145

MacIntyre, P., and Gregersen, T. (2012). Emotions that facilitate language learning: the positive-broadening power of the imagination. Stud. Second Lang. Learn. Teach. 2, 193–213. https://www.ceeol.com/search/article-detail?id=72835

Oatley, K., & Duncan, E. (1994). The experience of emotions in everyday life. Cognition & emotion, 8(4), 369-381. https://doi.org/10.1080/02699939408408947

Pavelescu, L. M., & Petrić, B. (2018). Love and enjoyment in context: Four case studies of adolescent EFL learners. Studies in Second Language Learning and Teaching, 8(1), 73-101. https://www.ceeol.com/search/article-detail?id=624892

Pekrun, R. (2014). Emotions and learning (Vol. 24, pp. 1-31). Geneva, Switzerland: International Academy of Education (IAE).

Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. Emotion in Education, 13–36. https://doi.org/10.1016/B978 012372545-5/50003-4

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/S15326985EP3702_4

Piniel, K., & Albert, A. (2018). Advanced learners’ foreign language-related emotions across the four skills. Studies in Second Language Learning and Teaching, 8(1), 127-147. https://www.ceeol.com/search/article-detail?id=624895

Prior, M.T. (2019). Elephants in the room: An “affective turn,” or just feeling our way? The Modern Language Journal, 103 (2), 516–527. https://doi.org/10.1111/modl.12573

Regan, K., Evmenova, A., Baker, P., Jerome, M. K., Spencer, V., Lawson, H., & Werner, T. (2012). Experiences of instructors in online learning environments: Identifying and regulating emotions. The Internet and Higher Education, 15(3), 204-212. https://doi.org/10.1016/j.iheduc.2011.12.001

Saito, K., Dewaele, J. M., Abe, M., & In’nami, Y. (2018). Motivation, emotion, learning experience, and second language comprehensibility development in classroom settings: A cross-sectional and longitudinal study. Language Learning, 68(3), 709e743. https://doi.org/10.1111/lang.12297

Shao, K., Kutuk, G., Fryer, L. K., Nicholson, L. J., & Guo, J. (2023). Factors influencing Chinese undergraduate students' emotions in an online EFL learning context during the COVID pandemic. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12791

Shao, K., Pekrun, R., & Nicholson, L. J. (2019). Emotions in classroom language learning: What can we learn from achievement emotion research?. System, 86, 102121. https://doi.org/10.1016/j.system.2019.102121

Simamora, R. M. (2020). The Challenges of online learning during the COVID-19 pandemic: An essay analysis of performing arts education students. Studies in Learning and Teaching, 1(2), 86-103. https://doi.org/10.46627/silet.v1i2.38

Stephan, M., Markus, S., & Gläser-Zikuda, M. (2019, October). Students' achievement emotions and online learning in teacher education. In Frontiers in Education (Vol. 4, p. 109). Frontiers Media SA. https://doi.org/10.3389/feduc.2019.00109

Swain, M. (2013). The inseparability of cognition and emotion in second language learning. Language Teaching, 46(2), 195e207. https://doi.org/10.1017/S0261444811000486

Thumvichit, A. (2022). Unfolding the subjectivity of foreign language enjoyment in online classes: AQ methodology study. Journal of Multilingual and Multicultural Development, 1-18. https://doi.org/10.1080/01434632.2022.2050917

Vrasidas, C., & Zembylas, M. (2003). The nature of technology‐mediated interaction in globalized distance education. International Journal of Training and Development, 7(4), 271-286. https://doi.org/10.1046/j.1360-3736.2003.00186.x

Wallbott, H. G., & Scherer, K. R. (1989). Assessing emotion by questionnaire. In The measurement of emotions (pp. 55-82). Academic Press. https://doi.org/10.1016/B978-0-12-558704-4.50009-8

Wang, X., Wang, Y., Yang, Y., & Wang, L. (2021). Investigating Chinese university students’ enjoyment in a web -based language learning environment: Validation of the online foreign language enjoyment scale. Perceptual and Motor Skills, 128(6), 2820–2848. https://doi.org/10.1177/00315125211041714

Yang, B. (2021). Predicting EFL Learners’ Achievement from Their Two Faces—FLE and FLCA. Theory and Practice in Language Studies, 11(3), 275-285. https://doi.org/10.17507/tpls.1103.07

Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High school students’ experience of online learning during Covid- 19: the influence of technology and pedagogy. Technology, Pedagogy and Education, 30(1), 59-73. https://doi.org/10.1080/1475939X.2020.1854337

Yuan, R. (2023). Chinese university EFL learners’ foreign language classroom anxiety and enjoyment in an online learning environment during the COVID-19 pandemic. Asia Pacific Journal of Education, 1-17. https://doi.org/10.1080/02188791.2023.2165036

Zembylas, M. (2002). Constructing genealogies of teachers' emotions in science teaching. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 39(1), 79-103. https://doi.org/10.1002/tea.10010

Zembylas, M. (2008). Adult learners’ emotions in online learning. Distance Education, 29(1), 71–87. https://doi.org/10.1080/01587910802004852

Zembylas, M., Theodorou, M., & Pavlakis, A. (2008). The role of emotions in the experience of online learning: Challenges and opportunities. Educational Media International, 45(2), 107-117. https://doi.org/10.1080/09523980802107237

Zhang, Z., Liu, T., & Lee, C. B. (2021). Language learners’ enjoyment and emotion regulation in online collaborative learning. System, 98, 102478. https://doi.org/10.1016/j.system.2021.102478