Research graph
References from Exploring the dynamics of enjoyment in traditional and ChatGPT-assisted L2 Writing: A complex dynamic systems theory-based multiple case study. Local targets link to admitted publications; unresolved targets remain external evidence.
Interest and enjoyment
2014 · External reference
ChatGPT in learning: Assessing students’ use intentions through the lens of perceived value and the influence of AI literacy
2024 · External reference
AI chatbots in L2 writing: Anxiety, usefulness, and writing outcome
10.1057/s41599-026-06816-w · 2026 · External reference
The relationship between anxiety, enjoyment, and breakdown fluency during second language speaking tasks: An idiodynamic investigation
10.3389/fpsyg.2022.968946 · 2022 · External reference
Not quite eye to AI: Student and teacher perspectives on the use of generative artificial intelligence in the writing process
10.1186/s41239-023-00427-0 · 2023 · External reference
Using ChatGPT for second language writing: Pitfalls and potentials
10.1016/j.asw.2023.100745 · 2023 · External reference
ChatGPT: The artificial intelligence for fostering grit in second language writing classes
10.1057/s41599-026-06557-w · 2026 · External reference
Affective damage from teachers’ written corrective feedback
2021 · External reference
Researching second language development from a dynamic systems theory perspective
2011 · External reference
Enjoyment and anxiety in second language communication: An idiodynamic approach
10.14746/ssllt.2018.8.1.7 · 2018 · External reference
Using thematic analysis in psychology
10.1191/1478088706qp063oa · 2006 · External reference
Exploring second language writers’ engagement with ChatGPT feedback: Revision behaviors and perceptions
10.1016/j.system.2025.103837 · 2025 · External reference
Foreign language writing enjoyment: Conceptualization, sources, and measurement
2025 · External reference
Exploring the antecedents of boredom: Do teachers know why students are bored?
10.1016/j.tate.2013.11.009 · 2014 · External reference
Does the effect of enjoyment outweigh that of anxiety in foreign language performance?
10.14746/ssllt.2018.8.1.2 · 2018 · External reference
The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18: A pseudo-longitudinal investigation
10.22599/jesla.6 · 2017 · External reference
Exploring the fluctuations of foreign language enjoyment in conversation: An idiodynamic perspective
10.1080/17475759.2017.1400458 · 2018 · External reference
Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: A qualitative study
10.1080/09588221.2024.2374772 · 2026 · External reference
The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions
10.1037/0003-066x.56.3.218 · 2001 · External reference
Providing emotional support through written feedback: An exploratory study of Chinese EFL teachers
10.1080/17501229.2026.2619535 · 2026 · External reference
Exploring the effects of artificial intelligence application on EFL students’ academic engagement and emotional experiences: A mixed-methods study
10.1111/ejed.12812 · 2025 · External reference
Constructs of argumentative writing in assessment tools
10.1016/j.asw.2022.100675 · 2022 · External reference
A new framework for understanding cognition and affect in writing
1996 · External reference
Unresolved reference
2019 · External reference
Effects of strategy-based instruction on Chinese EFL learners’ writing enjoyment: A mixed-methods study
10.1177/21582440251315221 · 2025 · External reference
Can ChatGPT serve as a writing collaborator? Insights from Chinese EFL learners
10.1016/j.system.2025.103775 · 2025 · External reference
English speaking with artificial intelligence (AI): The roles of enjoyment, willingness to communicate with AI, and innovativeness
10.1016/j.chb.2024.108355 · 2024 · External reference
Complex relationships between students’ foreign language attitudes and proficiency perceptions with foreign language classroom enjoyment: Insights from Chinese university students of Japanese
10.1177/00315125241273995 · 2025 · External reference
How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners?
10.1016/j.system.2019.02.017 · 2019 · External reference
When AI support shapes affect in L2 writing: Task-specific emotions across genre-based writing tasks
10.1016/j.system.2026.104041 · 2026 · External reference
The development and validation of the English Writing Enjoyment Scale
10.1177/00315125221137649 · 2023 · External reference
Developing and validating the English classroom teaching enjoyment scale for Chinese senior high school teachers
10.1016/j.actpsy.2026.107400 · 2026 · External reference
The English Reading Enjoyment Scale and its preliminary evidence of psychometric properties
10.1080/17501229.2024.2302503 · 2024 · External reference
Understanding pre-adolescent learners’ foreign language enjoyment: A mixed-methods study on Chinese primary school students of English
10.1080/01434632.2023.2221676 · 2025 · External reference
A comparative study of two scales for foreign language classroom enjoyment
10.1177/0031512519864471 · 2019 · External reference
The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement
10.1080/13670050.2018.1526253 · 2021 · External reference
Challenges of integrating ChatGPT into EFL writing: An activity theory framework
10.1080/09588221.2026.2617386 · 2026 · External reference
Role of the emotions and classroom environment in willingness to communicate: A doubly latent multilevel analysis in second language acquisition research
10.1017/s0272263117000304 · 2018 · External reference
ChatGPT for language teaching and learning
10.1177/00336882231162868 · 2023 · External reference
Chaos/complexity science and second language acquisition
10.1093/applin/18.2.141 · 1997 · External reference
Unresolved reference
2008 · External reference
The role of Chinese EFL teachers’ immediacy and rapport in students’ engagement in the context of AI-mediated education
10.1111/ejed.70289 · 2025 · External reference
The effect of task emotions on second language speech fluency across different perceived second language oral proficiency levels
10.1177/13621688251411484 · 2026 · External reference
Examining AI adoption in English academic writing: Do L2 writing selves, enjoyment, and education level matter?
10.1016/j.jeap.2026.101651 · 2026 · External reference
The effects of AI-assisted feedback on students’ perceptions, emotions, and learning outcomes in L2 writing: A three-level meta-analysis
2026 · External reference
Willingness to communicate and anxiety in human–human and human–chatbot interaction contexts: An idiodynamic investigation
10.1080/17501229.2025.2560101 · 2025 · External reference
A review of the idiodynamic method as an emerging research method for the investigation of affective variables in second language acquisition
2022 · External reference
L2 learners’ engagement with AI-generated feedback on writing
10.1016/j.asw.2026.101020 · 2026 · External reference
The idiodynamic method: A practical guide for researchers
10.1016/j.rmal.2022.100007 · 2022 · External reference
The idiodynamic method: Willingness to communicate and anxiety processes interacting in real time
2022 · External reference
A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing affect
10.1093/applin/amq037 · 2011 · External reference
Motivation on a per-second timescale: Examining approach-avoidance motivation during L2 task performance
2014 · External reference
Synergy between teacher practices and curricular scaffolds to support students in using domain-specific and domain-general knowledge in writing arguments to explain phenomena
10.1080/10508400903013488 · 2009 · External reference
Individual difference factors for second language writing
2022 · External reference
Dynamic reciprocal associations of AI-assisted L2 writing task emotions in data-driven learning: A dynamic structural equation modeling
10.1080/09588221.2025.2498094 · 2025 · External reference
The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice
10.1007/s10648-006-9029-9 · 2006 · External reference
The control-value theory of achievement emotions: An integrative approach to emotions in education
2007 · External reference
“I feel AI is neither too good nor too bad”: Unveiling Chinese EFL teachers’ perceived emotions in generative AI-mediated L2 classes
10.1016/j.chb.2024.108429 · 2024 · External reference
Trajectories of foreign language writing enjoyment in AI-mediated EFL contexts: A latent growth curve modeling study from a complex dynamic systems perspective
10.1016/j.actpsy.2026.106717 · 2026 · External reference
Exploring the relationships among large language model acceptance, enjoyment, anxiety, and self-efficacy in L2 academic writing
10.1016/j.actpsy.2026.106237 · 2026 · External reference
Investigating students’ metacognitive experiences: Insights from the English as a foreign language learners’ writing metacognitive experiences questionnaire (EFLLWMEQ)
2021 · External reference
Future selves, enjoyment and anxiety as predictors of L2 writing achievement
10.1016/j.jslw.2021.100837 · 2021 · External reference
Incorporating ChatGPT into genre-based instruction for argumentative writing among EFL college students
10.1111/ijal.12777 · 2026 · External reference
L2 selves, emotions, and motivated behaviors
10.1017/s0272263116000243 · 2017 · External reference
Assessing ChatGPT feedback for EFL learners’ engagement and writing performance
10.1111/ijal.70049 · 2026 · External reference
Unresolved reference
2011 · External reference
A multi-phase mixed-method study defining dissertation writing enjoyment and comparing PhD students writing in the company of others to those writing alone
10.1080/07294360.2022.2120854 · 2023 · External reference
Investigating L2 writers’ critical AI literacy in AI-assisted writing: An APSE model
10.1016/j.jslw.2025.101187 · 2025 · External reference
Examining the relationships between cognitive load, anxiety, and story continuation writing performance: A structural equation modeling approach
2024 · External reference
Unresolved reference
2026 · External reference
The impact of future L2 selves and positive emotions on self-regulated writing strategies: A mixed method approach
10.1177/13621688241229534 · 2026 · External reference
Associations of L1-to-L2 rhetorical transfer with L2 writers’ perception of L2 writing difficulty and L2 writing proficiency
10.1016/j.jeap.2020.100907 · 2020 · External reference
From excitement to anxiety: Exploring English as a foreign language learners’ emotional experiences in the artificial intelligence-powered classrooms
10.1111/ejed.12845 · 2025 · External reference
Self-regulation and student engagement with feedback: The case of Chinese EFL student writers
10.1016/j.jeap.2023.101226 · 2023 · External reference
Exploring temporal variations in anxiety in multilingual English teachers: An idiodynamic approach
10.1186/s40359-025-02701-4 · 2025 · External reference
Interacting with ChatGPT in essay writing: A study of L2 learners’ task motivation
10.1017/s0958344025000035 · 2025 · External reference
Learner emotions in AI-assisted English as a second/foreign language learning: A systematic review of empirical studies
2025 · External reference
Enjoyment in foreign language learning: A systematic review
10.1016/j.heliyon.2024.e37215 · 2024 · External reference
Language learners’ enjoyment and emotion regulation in online collaborative learning
10.1016/j.system.2021.102478 · 2021 · External reference
The impact of ChatGPT’s feedback on L2 Chinese learners’ writing outcome, confidence, and emotions: A mixed-method quasi-experimental study
10.1016/j.asw.2026.101027 · 2026 · External reference
The effect of self-regulated writing strategies on students’ L2 writing engagement and disengagement behaviors
10.1016/j.system.2022.102768 · 2022 · External reference
Toward a more complete understanding of writing enjoyment: A mixed methods study of elementary students
10.1177/2332858419850792 · 2019 · External reference
The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice
10.1007/s10648-006-9029-9 · ExternalCitation · doi-reference
Exploring the relationships among large language model acceptance, enjoyment, anxiety, and self-efficacy in L2 academic writing
10.1016/j.actpsy.2026.106237 · ExternalCitation · doi-reference
Trajectories of foreign language writing enjoyment in AI-mediated EFL contexts: A latent growth curve modeling study from a complex dynamic systems perspective
10.1016/j.actpsy.2026.106717 · ExternalCitation · doi-reference
Developing and validating the English classroom teaching enjoyment scale for Chinese senior high school teachers
10.1016/j.actpsy.2026.107400 · ExternalCitation · doi-reference
Constructs of argumentative writing in assessment tools
10.1016/j.asw.2022.100675 · ExternalCitation · doi-reference
Using ChatGPT for second language writing: Pitfalls and potentials
10.1016/j.asw.2023.100745 · ExternalCitation · doi-reference
L2 learners’ engagement with AI-generated feedback on writing
10.1016/j.asw.2026.101020 · ExternalCitation · doi-reference
The impact of ChatGPT’s feedback on L2 Chinese learners’ writing outcome, confidence, and emotions: A mixed-method quasi-experimental study
10.1016/j.asw.2026.101027 · ExternalCitation · doi-reference
English speaking with artificial intelligence (AI): The roles of enjoyment, willingness to communicate with AI, and innovativeness
10.1016/j.chb.2024.108355 · ExternalCitation · doi-reference
“I feel AI is neither too good nor too bad”: Unveiling Chinese EFL teachers’ perceived emotions in generative AI-mediated L2 classes
10.1016/j.chb.2024.108429 · ExternalCitation · doi-reference
Enjoyment in foreign language learning: A systematic review
10.1016/j.heliyon.2024.e37215 · ExternalCitation · doi-reference
Associations of L1-to-L2 rhetorical transfer with L2 writers’ perception of L2 writing difficulty and L2 writing proficiency
10.1016/j.jeap.2020.100907 · ExternalCitation · doi-reference
Self-regulation and student engagement with feedback: The case of Chinese EFL student writers
10.1016/j.jeap.2023.101226 · ExternalCitation · doi-reference
Examining AI adoption in English academic writing: Do L2 writing selves, enjoyment, and education level matter?
10.1016/j.jeap.2026.101651 · ExternalCitation · doi-reference
Future selves, enjoyment and anxiety as predictors of L2 writing achievement
10.1016/j.jslw.2021.100837 · ExternalCitation · doi-reference
Investigating L2 writers’ critical AI literacy in AI-assisted writing: An APSE model
10.1016/j.jslw.2025.101187 · ExternalCitation · doi-reference
The idiodynamic method: A practical guide for researchers
10.1016/j.rmal.2022.100007 · ExternalCitation · doi-reference
How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners?
10.1016/j.system.2019.02.017 · ExternalCitation · doi-reference
Language learners’ enjoyment and emotion regulation in online collaborative learning
10.1016/j.system.2021.102478 · ExternalCitation · doi-reference
The effect of self-regulated writing strategies on students’ L2 writing engagement and disengagement behaviors
10.1016/j.system.2022.102768 · ExternalCitation · doi-reference
Can ChatGPT serve as a writing collaborator? Insights from Chinese EFL learners
10.1016/j.system.2025.103775 · ExternalCitation · doi-reference
Exploring second language writers’ engagement with ChatGPT feedback: Revision behaviors and perceptions
10.1016/j.system.2025.103837 · ExternalCitation · doi-reference
When AI support shapes affect in L2 writing: Task-specific emotions across genre-based writing tasks
10.1016/j.system.2026.104041 · ExternalCitation · doi-reference
Exploring the antecedents of boredom: Do teachers know why students are bored?
10.1016/j.tate.2013.11.009 · ExternalCitation · doi-reference
L2 selves, emotions, and motivated behaviors
10.1017/s0272263116000243 · ExternalCitation · doi-reference
Role of the emotions and classroom environment in willingness to communicate: A doubly latent multilevel analysis in second language acquisition research
10.1017/s0272263117000304 · ExternalCitation · doi-reference
Interacting with ChatGPT in essay writing: A study of L2 learners’ task motivation
10.1017/s0958344025000035 · ExternalCitation · doi-reference
The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions
10.1037/0003-066x.56.3.218 · ExternalCitation · doi-reference
ChatGPT: The artificial intelligence for fostering grit in second language writing classes
10.1057/s41599-026-06557-w · ExternalCitation · doi-reference
AI chatbots in L2 writing: Anxiety, usefulness, and writing outcome
10.1057/s41599-026-06816-w · ExternalCitation · doi-reference
Understanding pre-adolescent learners’ foreign language enjoyment: A mixed-methods study on Chinese primary school students of English
10.1080/01434632.2023.2221676 · ExternalCitation · doi-reference
A multi-phase mixed-method study defining dissertation writing enjoyment and comparing PhD students writing in the company of others to those writing alone
10.1080/07294360.2022.2120854 · ExternalCitation · doi-reference
Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: A qualitative study
10.1080/09588221.2024.2374772 · ExternalCitation · doi-reference
Dynamic reciprocal associations of AI-assisted L2 writing task emotions in data-driven learning: A dynamic structural equation modeling
10.1080/09588221.2025.2498094 · ExternalCitation · doi-reference
Challenges of integrating ChatGPT into EFL writing: An activity theory framework
10.1080/09588221.2026.2617386 · ExternalCitation · doi-reference
Synergy between teacher practices and curricular scaffolds to support students in using domain-specific and domain-general knowledge in writing arguments to explain phenomena
10.1080/10508400903013488 · ExternalCitation · doi-reference
The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement
10.1080/13670050.2018.1526253 · ExternalCitation · doi-reference
Exploring the fluctuations of foreign language enjoyment in conversation: An idiodynamic perspective
10.1080/17475759.2017.1400458 · ExternalCitation · doi-reference
The English Reading Enjoyment Scale and its preliminary evidence of psychometric properties
10.1080/17501229.2024.2302503 · ExternalCitation · doi-reference
Willingness to communicate and anxiety in human–human and human–chatbot interaction contexts: An idiodynamic investigation
10.1080/17501229.2025.2560101 · ExternalCitation · doi-reference
Providing emotional support through written feedback: An exploratory study of Chinese EFL teachers
10.1080/17501229.2026.2619535 · ExternalCitation · doi-reference
Chaos/complexity science and second language acquisition
10.1093/applin/18.2.141 · ExternalCitation · doi-reference
A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing affect
10.1093/applin/amq037 · ExternalCitation · doi-reference
Exploring the effects of artificial intelligence application on EFL students’ academic engagement and emotional experiences: A mixed-methods study
10.1111/ejed.12812 · ExternalCitation · doi-reference
From excitement to anxiety: Exploring English as a foreign language learners’ emotional experiences in the artificial intelligence-powered classrooms
10.1111/ejed.12845 · ExternalCitation · doi-reference
The role of Chinese EFL teachers’ immediacy and rapport in students’ engagement in the context of AI-mediated education
10.1111/ejed.70289 · ExternalCitation · doi-reference
Incorporating ChatGPT into genre-based instruction for argumentative writing among EFL college students
10.1111/ijal.12777 · ExternalCitation · doi-reference
Assessing ChatGPT feedback for EFL learners’ engagement and writing performance
10.1111/ijal.70049 · ExternalCitation · doi-reference
A comparative study of two scales for foreign language classroom enjoyment
10.1177/0031512519864471 · ExternalCitation · doi-reference
The development and validation of the English Writing Enjoyment Scale
10.1177/00315125221137649 · ExternalCitation · doi-reference
Complex relationships between students’ foreign language attitudes and proficiency perceptions with foreign language classroom enjoyment: Insights from Chinese university students of Japanese
10.1177/00315125241273995 · ExternalCitation · doi-reference
ChatGPT for language teaching and learning
10.1177/00336882231162868 · ExternalCitation · doi-reference
The impact of future L2 selves and positive emotions on self-regulated writing strategies: A mixed method approach
10.1177/13621688241229534 · ExternalCitation · doi-reference
The effect of task emotions on second language speech fluency across different perceived second language oral proficiency levels
10.1177/13621688251411484 · ExternalCitation · doi-reference
Effects of strategy-based instruction on Chinese EFL learners’ writing enjoyment: A mixed-methods study
10.1177/21582440251315221 · ExternalCitation · doi-reference
Toward a more complete understanding of writing enjoyment: A mixed methods study of elementary students
10.1177/2332858419850792 · ExternalCitation · doi-reference
Exploring temporal variations in anxiety in multilingual English teachers: An idiodynamic approach
10.1186/s40359-025-02701-4 · ExternalCitation · doi-reference
Not quite eye to AI: Student and teacher perspectives on the use of generative artificial intelligence in the writing process
10.1186/s41239-023-00427-0 · ExternalCitation · doi-reference
Using thematic analysis in psychology
10.1191/1478088706qp063oa · ExternalCitation · doi-reference
Does the effect of enjoyment outweigh that of anxiety in foreign language performance?
10.14746/ssllt.2018.8.1.2 · ExternalCitation · doi-reference
Enjoyment and anxiety in second language communication: An idiodynamic approach
10.14746/ssllt.2018.8.1.7 · ExternalCitation · doi-reference
The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18: A pseudo-longitudinal investigation
10.22599/jesla.6 · ExternalCitation · doi-reference
The relationship between anxiety, enjoyment, and breakdown fluency during second language speaking tasks: An idiodynamic investigation
10.3389/fpsyg.2022.968946 · ExternalCitation · doi-reference
