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#wordswewear: mobile texts, expressive persons, and conviviality in urban spaces
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22 |
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions.
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24 |
Concluding thoughts on the emotional rollercoaster of language teaching
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25 |
The complex relationship between classroom emotions and EFL achievement in China
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26 |
Mapping the language ideologies of organisational members: a Corpus Linguistic Investigation of the United Nations’ General Debates (1970-2016)
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27 |
Multilinguals’ language choices and perceptions in the UK in light of the Brexit Referendum
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28 |
The predictive effects of Trait Emotional Intelligence and online learning achievement perceptions on Foreign Language Class boredom among Chinese university students
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29 |
Emotions in Second Language Acquisition: a critical review and research agenda
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30 |
Does multilingualism shape personality? An exploratory investigation
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31 |
A bilingual emotional advantage? An investigation into the effects of psychological factors in emotion perception in Arabic and in English of Arabic-English bilinguals and Arabic /English monolinguals
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32 |
Actual and self-perceived linguistic proficiency gains in French during study abroad
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33 |
How childhood languages shape future language knowledge, language use, anxiety and cultural orientation
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34 |
Supervising doctoral students and managing the supervisor-supervisee relationship
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35 |
Through the looking glass of student perception: how foreign language students see teacher trait emotional intelligence and why it matters
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37 |
Emotionality and pleasantness of mixed-emotion stimuli: the role of language, modality, and emotional intelligence
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38 |
If classroom emotions were music, teachers would be conductors and learners would be members of the orchestra
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39 |
Introduction to the emotional rollercoaster of language teaching
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