This book provides a comprehensive overview of the theoretical issues and existing research in relation to the emotions that learners' experience when learning and using a FL, highlighting the two emotions under investigation, enjoyment and anxiety, which are the focus of the empirical research reported later in the book. Highlighting the crucial…

Motivational drivers and emotions that students experience play an important role in the process of learning a new language (L2). This has been recognised by researchers and educators, and extensive research has been conducted in recent decades to examine the psychological and emotional factors involved in L2 learning. However, two ubiquitous…

The current research aimed to revisit the association of foreign language enjoyment (FLE) and foreign language boredom (FLB) by incorporating global and specific levels of the two constructs, relying on the moderating impact of L2 savouring beliefs (L2SB). To improve the precision and accuracy of these evaluations, we adopted innovative analytic…

The present research aimed to explore the dynamic growth of two emotional constructs: foreign language enjoyment (FLE) and foreign language learning boredom (FLLB) among L2 learners. To do so, we used a method that would capture the inherent dynamicity of L2 learners' enjoyment and boredom during an EFL course. To this aim, a bivariate latent…

The study intended to describe profiles of three achievement emotions (enjoyment, boredom, anxiety), their associations with each other and with control-value appraisals within the framework of the control-value theory. A total of 2002 Chinese university EFL students from 11 universities in China participated in the questionnaire survey.…

Although engagement in the language learning process is important for students' language outcomes, factors that contribute to it are underexamined. Therefore, the aim of this study was to explore the roles of individual differences (growth language mindset and academic emotion) in shaping foreign language (FL) engagement. A total of 1,738 Chinese…

Language mindsets influence learners' behavior, motivation, and strategic approaches to studying a language. These mindsets impact how learners perceive control and value in achievement activities, which, in turn, affect their achievement emotions and ultimately their learning strategies and academic performance. This study investigates the…

This study examines the relationship of achievement emotions to academic performance and to learning styles in English as a Foreign Language (EFL) learners, a largely unexplored area of research. Employing a quantitative research design, 300 participants from the Applied College at a public university completed an adapted version of the…

Among the previous studies examining academic emotions and academic achievement in EFL contexts, few studies have been conducted on heterogeneous patterns of pre-exam academic emotions among English-as-a-foreign-language (EFL) students in high schools. To address this gap, this study aimed to investigate the pre-exam academic emotion profiles and…

This study investigates the impact of positive psychology factors on English as a foreign language (EFL) learners' second language (L2) speaking proficiency. Specifically, it examines the predictive roles of foreign language speaking enjoyment, the ideal L2 speaking self, and L2 speaking grit on L2 speaking proficiency. Data were collected from…

Willingness to communicate in a foreign and second language (L2 WTC) has gradually become a recurrent theme in the SLA. With the advent of an emotional or affective turn brought by the positive psychology movement in applied linguistics, the significant role of positive emotions such as Foreign Language Enjoyment (FLE) in L2 WTC has been…

The emergence of Positive Psychology in second language acquisition has placed greater emphasis on the vital role of engagement in learning English as a foreign language (EFL). Although previous research has established that EFL learners' engagement is affected by ideal L2 self, boredom, and grit respectively, sporadic studies have attempted to…

Cognitive and affective factors play crucial roles in shaping learners' attitudes towards generative artificial intelligence (GenAI). However, the synergistic influence of language attitude and emotions, including foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) on struggling EFL learners' GenAI attitudes remains…

The contributions of positive psychology (PP) to the study of second and foreign language (L2) emotions have received considerable scholarly attention in recent years. In response to the criticism that it adopted a limited viewpoint, PP has broadened its perspective. Existential positive psychology (EPP) is a branch of PP that can address prior…

Drawing on the Language Mindset Meaning System (LMMS) framework, the study investigated how language mindsets (growth vs. fixed) influence the adoption of the four achievement goals, and how they subsequently shape second/foreign language (L2) learners' emotions (i.e. enjoyment and anxiety) in the process of learning English as a foreign language…