Toward a more complete understanding of writing enjoyment: A mixed methods study of elementary students
10.1177/2332858419850792 · doi-reference
The effect of self-regulated writing strategies on students’ L2 writing engagement and disengagement behaviors
10.1016/j.system.2022.102768 · 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 · doi-reference
Language learners’ enjoyment and emotion regulation in online collaborative learning
10.1016/j.system.2021.102478 · doi-reference
Enjoyment in foreign language learning: A systematic review
10.1016/j.heliyon.2024.e37215 · doi-reference
Interacting with ChatGPT in essay writing: A study of L2 learners’ task motivation
10.1017/s0958344025000035 · doi-reference
Exploring temporal variations in anxiety in multilingual English teachers: An idiodynamic approach
10.1186/s40359-025-02701-4 · doi-reference
Self-regulation and student engagement with feedback: The case of Chinese EFL student writers
10.1016/j.jeap.2023.101226 · 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 · 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 · doi-reference
The impact of future L2 selves and positive emotions on self-regulated writing strategies: A mixed method approach
10.1177/13621688241229534 · doi-reference
Investigating L2 writers’ critical AI literacy in AI-assisted writing: An APSE model
10.1016/j.jslw.2025.101187 · 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 · doi-reference
Assessing ChatGPT feedback for EFL learners’ engagement and writing performance
10.1111/ijal.70049 · doi-reference
L2 selves, emotions, and motivated behaviors
10.1017/s0272263116000243 · doi-reference
Incorporating ChatGPT into genre-based instruction for argumentative writing among EFL college students
10.1111/ijal.12777 · doi-reference
Future selves, enjoyment and anxiety as predictors of L2 writing achievement
10.1016/j.jslw.2021.100837 · 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 · 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 · 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 · doi-reference
The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice
10.1007/s10648-006-9029-9 · 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 · 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 · doi-reference
A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing affect
10.1093/applin/amq037 · doi-reference
The idiodynamic method: A practical guide for researchers
10.1016/j.rmal.2022.100007 · doi-reference
L2 learners’ engagement with AI-generated feedback on writing
10.1016/j.asw.2026.101020 · doi-reference
Willingness to communicate and anxiety in human–human and human–chatbot interaction contexts: An idiodynamic investigation
10.1080/17501229.2025.2560101 · doi-reference
Examining AI adoption in English academic writing: Do L2 writing selves, enjoyment, and education level matter?
10.1016/j.jeap.2026.101651 · doi-reference
The effect of task emotions on second language speech fluency across different perceived second language oral proficiency levels
10.1177/13621688251411484 · 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 · doi-reference
Chaos/complexity science and second language acquisition
10.1093/applin/18.2.141 · doi-reference
ChatGPT for language teaching and learning
10.1177/00336882231162868 · 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 · doi-reference
Challenges of integrating ChatGPT into EFL writing: An activity theory framework
10.1080/09588221.2026.2617386 · doi-reference
The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement
10.1080/13670050.2018.1526253 · doi-reference
A comparative study of two scales for foreign language classroom enjoyment
10.1177/0031512519864471 · 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 · doi-reference
The English Reading Enjoyment Scale and its preliminary evidence of psychometric properties
10.1080/17501229.2024.2302503 · doi-reference
Developing and validating the English classroom teaching enjoyment scale for Chinese senior high school teachers
10.1016/j.actpsy.2026.107400 · doi-reference
The development and validation of the English Writing Enjoyment Scale
10.1177/00315125221137649 · doi-reference
