Arnold, J.
(2009) Affect in L2 learning and teaching. ELIA, 9 1, 145–151.Google Scholar
Arnold, J., & Fonseca, C.
(2007) Affect in teacher talk. In B. Tomlinson (Ed.), Language Acquisition and Development (pp. 107–121). Continuum.Google Scholar
Barcelos, A. M. F. & Coelho, H. S. H.
(2016) Language learning and teacher: What’s love got to do with it? In P. D. MacIntyre, T. Gregersen & S. Mercer (Eds.), Positive Psychology in SLA (pp. 130–144). Multilingual Matters. DOI logoGoogle Scholar
Barrett, L. F.
(2017) How emotions are made: The secret life of the brain. Houghton Mifflin Harcourt.Google Scholar
Block, D.
(2003) The Social Turn in Second Language Acquisition. Georgetown University Press.Google Scholar
Boiger, M., & Mesquita, B.
(2012) The construction of emotion in interactions, relationships, and cultures. Emotion Review, 4 (3), 221–229. DOI logoGoogle Scholar
Bruner, J. S.
(1966) Toward a Theory of Instruction. Harvard University Press.Google Scholar
Cuéllar, L., & Oxford, R. L.
(2018) Language teachers’ emotions: Emerging from the shadows. In J. de Dios Marínez Agudo, Emotions in Second Language Teaching (pp. 53–72). Springer. DOI logoGoogle Scholar
Day, C.
(2004) A passion for teaching. Routledge Falmer. DOI logoGoogle Scholar
Dewaele, J.-M., Chen, X., Padilla, A. M. & Lake, J.
(2019) The flowering of positive psychology in foreign language teaching and acquisition research. Frontiers in Psychology, 10 1, 2128. DOI logoGoogle Scholar
Dewaele, J. M., & Dewaele, L.
(2017) The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation. Journal of the European Second Language Association, 1 (1), 12–22. DOI logoGoogle Scholar
(2020) Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions. SSLLT, 10 (1), 45–65. DOI logoGoogle Scholar
Dewaele, J.-M. & MacIntyre, P. D.
(2014) The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. SSLLT, 4 (2), 237–274. DOI logoGoogle Scholar
Dewaele, J-M., & MacIntyre, P. D.
(2016) Foreign language enjoyment and foreign language anxiety: The right and left feet of the language learner. In P. D. MacIntyre, T. Gregersen & S. Mercer (Eds.), Positive Psychology in SLA (pp. 215–236). Multilingual Matters. DOI logoGoogle Scholar
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 M. Sato & S. Loewen (Eds.), Evidence-based second language pedagogy: A collection of instructed second language acquisition studies (pp. 263–286). Routledge. DOI logoGoogle Scholar
Dewaele, J.-M., Gkonou, C. & Mercer, S.
(2018) Do ESL/EFL teachers’ emotional intelligence, teaching experience, proficiency and gender, affect their classroom practice? In J. de Dios Martínez Agudo (Ed.) Emotions in Second Language Teaching (pp. 125–141). Springer. DOI logoGoogle Scholar
Dewaele, J. M., & Li, C.
(2018) Editorial: Special issue ‘Emotions in SLA’. SSLLT, 8 (1), 15–19. DOI logoGoogle Scholar
Diert-Boté, I. & Martin-Rubió, X.
Dörnyei, Z.
(2010) The relationship between language aptitude and language learning motivation: individual differences from a dynamic systems perspective. In E. Macaro (Ed.), Continuum Companion to Second Language Acquisition (pp. 247–267). Continuum. DOI logoGoogle Scholar
Farmer, A.
(2018) The impact of student-teacher relationships, content knowledge, and teaching ability on students with diverse motivation levels. Language Teaching and Educational Research, 1 (1), 13–24.Google Scholar
Fredrickson, B. L.
(2001) The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56 (3), 218–226. DOI logoGoogle Scholar
(2013) Love 2.0. Hudson Street Press.Google Scholar
Frisby, B. N., & Martin, M. M.
(2010) Instructor–student and student–student rapport in the classroom. Communication Education, 59 (2), 146–164. DOI logoGoogle Scholar
Gallardo, G., & Reyes, P.
(2010) Relación profesor-alumno en la universidad: arista fundamental para el aprendizaje [Teacher-student relationship at university: a fundamental aspect for learning]. Calidad en la Educación, 32 1, 78–108. DOI logoGoogle Scholar
Gregersen, T., MacIntyre, P. D. & Mercer, S.
(2016) Introduction. In P. D. MacIntyre, T. Gregersen & S. Mercer (Eds.), Positive Psychology in SLA (pp. 1–9). Multilingual Matters. DOI logoGoogle Scholar
Hamre & Pianta
(2006) Student-teacher relationships. In G. Bear and K. M. Minke (Eds.) Children’s Needs III: Development, Prevention, and Intervention (pp. 59–72). National Association of School Psychologists.Google Scholar
Henry, A., & Thorsen, C.
(2018) Teacher–Student Relationships and L2 Motivation. The Modern Language Journal, 102 (1), 218–241. DOI logoGoogle Scholar
Horwitz, E. K.
(1995) Student affective reactions and the teaching and learning of foreign languages. Journal of Educational Research, 23 (7), 569–652.Google Scholar
Horwitz, E. K., Horwitz, M. B., & Cope, J.
(1986) Foreign language classroom anxiety. The Modern. Language Journal, 70 (2), 125–132. DOI logoGoogle Scholar
Imai, Y.
(2010) Emotions in SLA: New insights from collaborative learning for an EFL classroom. The Modern Language Journal, 94 (2), 278–292. DOI logoGoogle Scholar
Korthagen, F. A., Attema-Noordewier, S., & Zwart, R. C.
(2014) Teacher–student contact: Exploring a basic but complicated concept. Teaching and Teacher Education, 40 1, 22–32. DOI logoGoogle Scholar
Krzemien, D., & Lombardo, E.
(2006) Rol docente universitario y competencias profesionales en la Licenciatura en Psicología [University teacher role and professional competences in the Psychology degree]. Psicologia Escolar e Educacional, 10 (2), 173–186. DOI logoGoogle Scholar
Larsen-Freeman, D.
(2016) Classroom-oriented research from a complex systems perspective. SSLLT, 6 (3), 377–393. DOI logoGoogle Scholar
Larsen-Freeman, D. & Cameron, L.
(2008) Complex systems and Applied Linguistics. Oxford University Press. DOI logoGoogle Scholar
Li, W., & Rawal, H.
(2018) Waning and waxing of love: unpacking layers of teacher emotion. Chinese Journal of Applied Linguistics, 41 (4), 552–570. DOI logoGoogle Scholar
MacIntyre, P. D. & Gregersen, T.
(2012) Emotions that facilitate language learning: The positive-broadening power of the imagination. SSLLT, 2 (2), 193–213. DOI logoGoogle Scholar
McLeod, D. B.
(1992) Research on affect in mathematics education a reconceptualization. In Grows, D. A. (Ed.), Handbook of research on mathematics teaching and learning (pp. 575–596). Macmillan.Google Scholar
Mercer, S.
(2015) Dynamics of the self: A multilevel nested systems approach. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational Dynamics in Language Learning (pp. 139–163). Multilingual Matters. DOI logoGoogle Scholar
(2016) Seeing the world through your eyes: Empathy in language learning and teaching. In P. D. MacIntyre, T. Gregersen & S. Mercer (Eds.), Positive Psychology in SLA (pp. 91–111). Multilingual Matters. DOI logoGoogle Scholar
Norris, S.
(2004) Analyzing multimodal interaction: A methodological framework. Routledge. DOI logoGoogle Scholar
Oxford, R. L.
(2016) Toward a psychology of well-being for language learners: the ‘EMPATHICS’ vision. In P. D. MacIntyre, T. Gregersen & S. Mercer (Eds.), Positive Psychology in SLA (pp. 10–87). Multilingual Matters. DOI logoGoogle Scholar
Pavelescu, L. M., & Petrić, B.
(2018) Love and enjoyment in context: Four case studies of adolescent EFL Learners. SSLLT, 8 (1), 73–101. DOI logoGoogle Scholar
Pianta, R. C. & Stuhlman, M. W.
(2004) Teacher-child relationships and children’s success in the first years of school. School psychology review, 33 (3), 444–458. DOI logoGoogle Scholar
Prior, M. T.
(2019) Elephants in the room: An “affective turn,” or just feeling our way? The Modern Language Journal, 103 (2), 516–527. DOI logoGoogle Scholar
Ratner, C.
(2000) A cultural-psychological analysis of emotions. Culture and Psychology, 6 (1), 5–39. DOI logoGoogle Scholar
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), 709–743. DOI logoGoogle Scholar
Saldaña, J.
(2015) The coding manual of qualitative researchers. Sage Publications.Google Scholar
Seligman, M. E. P., & Csikszentmihalyi, M.
(2000) Positive Psychology: An introduction. American Psychologist, 55 (1), 5–14. DOI logoGoogle Scholar
Spilt, J. L., Koomen, H. M., & Mantzicopoulos, P. Y.
(2010) Young children’s perceptions of teacher–child relationships: An evaluation of two instruments and the role of child gender in kindergarten. Journal of Applied Developmental Psychology, 31 (6), 428–438. DOI logoGoogle Scholar
Swain, M.
(2013) The inseparability of cognition and emotion in second language learning. Language Teaching, 46 (2), 195–207. DOI logoGoogle Scholar
Tiberius, R. G.
(1993–1994) The why of teacher/student relationships. Essays on teaching excellence: the professional and organizational development network in higher education; 1993–1994. Retrieved from: [URL]
Ushioda, E.
(2009) A person-in-context relational view of emergent motivation, self and identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 215–228). Multilingual Matters. DOI logoGoogle Scholar
van Lier, L.
(2000) From input to affordance: Social-interactive learning from an ecological perspective. In P. Lantolf (Ed.), Sociocultural Theory and Second Language Learning: Recent Advances (pp. 245–259). Oxford University Press.Google Scholar