An Introduction to the Special Issue on the Role of Psycho-Affective Factors in Second/Foreign Language (L2) Learning

Derakhshan A. (2022). Revisiting research on positive psychology in second and foreign language education: Trends and directions. Language Related Research, 13(5), 1–43. https://doi.org/10.52547/LRR.13.5.1

Derakhshan A. Azari Noughabi M. (2024). A self-determination perspective on the relationships between EFL learners’ foreign language peace of mind, foreign language enjoyment, psychological capital, and academic engagement. Learning and Motivation. https://doi.org/10.1016/j.lmot.2024.102025

Derakhshan A. Dewaele J. M. Azari Noughabi M. (2022). Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers. System, 190, 102890. https://doi.org/10.1016/j.system.2022.102890

Derakhshan A. Doliński D. Zhaleh K. Enayat M. J. Fathi J. (2022b). A mixed-methods cross-cultural study of teacher care and teacher-student rapport in Iranian and Polish University students’ engagement in pursuing academic goals in an L2 context. System, 106, 102790. https://doi.org/10.1016/j.system.2022.102790

Derakhshan A. Fathi J. (2024a). Growth mindset and ideal L2 self as predictors of student engagement in EFL students: The mediating role of L2 grit. Porta Linguarum, 9. https://doi.org/10.30827/portalin.viIX.29899

Derakhshan A. Fathi J. (2024b). Growth mindset, self-efficacy, and self-regulation: A symphony of success in L2 speaking. System, 123, 103320. https://doi.org/10.1016/j.system.2024.103320

Derakhshan A. Fathi J. (2024c). Longitudinal exploration of interconnectedness through a cross-lagged panel design: Enjoyment, anxiety, L2 willingness to communicate, and L2 grit in English language learning. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2024.2393705

Derakhshan A. Greenier V. Fathi J. (2023a). Exploring the interplay between a loving pedagogy, creativity, and work engagement among EFL/ESL teachers: A multinational study. Current Psychology, 42(26), 22803–22822. https://doi.org/10.1007/s12144-022-03371-w

Derakhshan A. Kruk M. Mehdizadeh M. Pawlak M. (2021). Boredom in online classes in the Iranian EFL context: Sources and solutions. System, 101, 102556. https://doi.org/10.1016/j.system.2021.102556

Derakhshan A. Solhi M. Azari Noughabi M. (2023). An investigation into the association between student-perceived affective teacher variables and students’ L2-grit. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2023.2212644

Derakhshan A. Yin H. (2024). Do positive emotions prompt students to be more active? Unraveling the role of hope, pride, and enjoyment in predicting Chinese and Iranian EFL students’ academic engagement. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2024.2329166

Dewaele J. M. Li C. (2021). Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes. Language Teaching Research, 25(6), 922–945. https://doi.org/10.1177/13621688211014538

Dewaele J. M. MacIntyre P. (2024). “You can’t start a fire without a spark”. Enjoyment, anxiety, and the emergence of flow in foreign language classrooms. Applied Linguistics Review, 15(2), 403–426. https://doi.org/10.1515/applirev-2021-0123

Jin Y. (2023). The development and validation of the English writing enjoyment scale. Perceptual and Motor Skills, 130(1), 555–575. https://doi.org/10.1177/00315125221137649

Jin Y. de Bot K. Keijzer M. (2015). Factors associated with foreign language anxiety: A study of Chinese university learners of Japanese and English. Dutch Journal of Applied Linguistics, 4(1), 67–85. https://doi.org/10.1075/dujal.4.1.07jin

Jin Y. de Bot K. Keijzer M. (2017). Affective and situational correlates of foreign language proficiency: A study of Chinese university learners of English and Japanese. Studies in Second Language Learning and Teaching, 7(1), 105–125. https://doi.org/10.14746/ssllt.2017.7.1.6

Jin Y. Dewaele J.-M. (2018). The effect of positive orientation and perceived social support on foreign language classroom anxiety. System, 74, 149–157. https://doi.org/10.1016/j.system.2018.01.002

Jin Y. Dewaele J.-M. MacIntyre P. D. (2021). Reducing anxiety in the foreign language classroom: A positive psychology approach. System, 101, 102604. https://doi.org/10.1016/j.system.2021.102604

Jin Y. Jiang N. Zhang L. J. (2024). The English Reading Enjoyment Scale and its preliminary evidence of psychometric properties. Innovation in Language Learning and Teaching, 1–15. https://doi.org/10.1080/17501229.2024.2302503

Jin Y. MacIntyre P. D. Jiang N. Ren J. (2023). Understanding pre-adolescent learners’ foreign language enjoyment: A mixed-methods study on Chinese primary school students of English. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2023.2221676

Jin Y. Qin L. (2024). Examining Chinese university students’ English speaking enjoyment: Scale development and validation. System, 124(103382), 103382–103411. https://doi.org/10.1016/j.system.2024.103382

Jin Y. Zhang L. J. (2019). A comparative study of two scales for foreign language classroom enjoyment. Perceptual and Motor Skills, 126(5), 1024–1041. https://doi.org/10.1177/0031512519864471

Jin Y. Zhang L. J. (2021). The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement. International Journal of Bilingual Education and Bilingualism, 24(7), 948–962. https://doi.org/10.1080/13670050.2018.1526253

Jin Y. Zhang L. J. MacIntyre P. D. (2020). Contracting students for the reduction of foreign language classroom anxiety: An approach nurturing positive mindsets and behaviors. Frontiers in Psychology, 11(1471), 1–11. https://doi.org/10.3389/fpsyg.2020.01471

Kirkpatrick R. Derakhshan A. AlMutawa H. Wang Y. (2024). A cross-cultural examination of the role of enjoyment and passion in bilingual English teachers’ desire for professional development: Evidence from Iran and Kuwait. Journal of Multilingual and Multicultural Development, 1–21. https://doi.org/10.1080/01434632.2024.2346572

Li C. Pawlak M. Kruk M. (2023). Achievement emotions and control-value appraisals in foreign language learning. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2023.2183961

Lu L. Wang C. Wang Y. (2024). The contribution of teacher self-efficacy, resilience and emotion regulation to teachers’ well-being: Technology-enhanced teaching context. European Journal of Education, 1(n/a), e12755. https://doi.org/10.1111/ejed.12755

Luo T. Derakhshan A. (2024). Examining the role of classroom climate and teacher-student relationships in EFL students’ perceived learning outcomes: A self-determination theory perspective. Learning and Motivation. https://doi.org/10.1016/j.lmot.2024.102062

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. https://doi.org/10.14746/ssllt.2012.2.2.4

MacIntyre P. D. Vincze L. (2017). Positive and negative emotions underlie motivation for L2 learning. Studies in Second Language Learning and Teaching, 7(1), 61–88.

Solhi M. Derakhshan A. Pawlak M. Ünsal-Görkemoğlu B. (2024). Exploring the interplay between EFL learners’ L2 writing boredom, writing motivation, and boredom coping strategies. Language Teaching Research, 13621688241239178. https://doi.org/10.1177/13621688241239178

Solhi M. Derakhshan A. Ünsal B. (2023). Associations between EFL students’ L2 grit, boredom coping strategies, and emotion regulation strategies: A structural equation modeling approach. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2023.2175834

Wang W. Derakhshan A. (2024). Contextual factors shaping the professional identity of Chinese teachers in an English as a foreign language instructional context: Exploring the role of school climate and administrator leadership behavior. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12653

Wang Y. Derakhshan A. Ghiasvand F. Esfandyari M. (2024). Exploring Chinese and Iranian EAP students’ oral communication apprehension in English: A cross-cultural mixed-methods study. System. https://doi.org/10.1016/j.system.2024.103437

Xu J. Pan Y. Derakhshan A. (2024). The interrelationship between Chinese EFL teachers’ immediacy and clarity with learners’ boredom. Perceptual and Motor Skills, 131(5), 1934–1957. https://doi.org/10.1177/00315125241272524

Zhang L. J. Saeedian A. Fathi J. (2024). Testing a model of growth mindset, ideal L2 self, boredom, and WTC in an EFL context. Journal of Multilingual and Multicultural Development, 45(8), 3450–3465. https://doi.org/10.1080/01434632.2022.2100893

Zhi R. Wang Y. (2024). On the relationship between EFL students' attitudes toward artificial intelligence, teachers' immediacy and teacher-student rapport, and their willingness to communicate. System, 124, 103341. https://doi.org/10.1016/j.system.2024.103341

Zhi R. Wang Y. X. Derakhshan A. (2024). On the role of academic buoyancy and self-efficacy in predicting teachers’ work engagement: A case of Chinese English as a foreign language teachers. Perceptual and Motor Skills, 131(2), 612–629. https://doi.org/10.1177/00315125231222398

Zhi Y. Derakhshan A. (2024). An investigation into Chinese English teachers’ organizational commitment: Do emotion regulation and workplace buoyancy matter? The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-024-00888-5