The European Educational Researcher

Current Trends in Research in Language Education and Applied Linguistics

Jean-Marc Dewaele 1 *
1 Birkbeck, University of London* Corresponding Author
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The European Educational Researcher, Volume 5, Issue 1, February 2022, pp. 1-4
OPEN ACCESS VIEWS: 6010 DOWNLOADS: 3761 Publication date: 15 Feb 2022
ABSTRACT
I would like to start by thanking the editors of the European Educational Researcher for inviting me to provide the first editorial in their journal. I collaborated with Dr.NuriBalta (executive editor) and colleagues on a project on the acquisition of Turkish by Kazakh learners. The resulting paper (Dewaele, Özdemir, Karci, Uysal, Özdemir & Balta, 2019) offered a new language combination in a field where a large majority of papers focus on English as a Foreign Language. It is notoriously difficult to pick up new trends in language education and applied linguistics. It is a little bit like trying to distinguish a network of footpaths in misty conditions in order to find the one that leads to the mountain top. The view is always incomplete, the ones that seem to be pointing in the right direction might veer off behind the next boulder, and the largest path with most walkers might be interrupted by a landslide, forcing people to scatter and find alternative paths. There is inevitably a belief of researchers that the path they are on is trendy and original. Only years later will this belief be dis/confirmed when a tally can be made through citation indexes of the popularity of that particular path.
KEYWORDS
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CITATION (APA)
Dewaele, J.-M. (2022). Current Trends in Research in Language Education and Applied Linguistics. The European Educational Researcher, 5(1), 1-4. https://doi.org/10.31757/euer.513
REFERENCES
  1. Botes, E., Dewaele, J.-M., & Greiff, S. (2021). Taking stock: An overview of the literature and a preliminary meta-analysis of Foreign Language Enjoyment and other individual difference variables. Unpublished manuscript. DOI: 10.31234/osf.io/guaj5 Link: https://psyarxiv.com/guaj5
  2. Botes, E., Greiff, S. & Dewaele, J.-M. (2020) The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-Analysis. The Journal for the Psychology of Language Learning, 2, 26–56.
  3. Dewaele, J.-M. (2005). Investigating the psychological and the emotional dimensions in instructed language learning: Obstacles and possibilities. The Modern Language Journal, 89(3), 367–380.
  4. Dewaele, J.-M. (2010). Emotions in Multiple Languages. Basingstoke: Palgrave Macmillan.
  5. Dewaele, J.-M. (to appear 2022). Enjoyment. In S. Li, P. Hiver & M. Papi (Eds.), The Routledge Handbook of Second Language Acquisition and Individual Differences. London: Routledge.
  6. 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, 2128. https://doi.org/10.3389/fpsyg.2019.02128
  7. Dewaele, J.-M., & MacIntyre, P.D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning Teaching, 4, 237-274.
  8. 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). London: Routledge.
  9. Dewaele J.-M., Özdemir C., Karci D., Uysal S., Özdemir E. D., & Balta N. (2019). How distinctive is the Foreign Language Enjoyment and Foreign Language Classroom Anxiety of Kazakh learners of Turkish? Applied Linguistics Review, https://doi.org/10.1515/applirev-2019-0021
  10. Dewaele, J.-M., & Pavlenko, A. (2002). Emotion vocabulary in interlanguage. Language Learning 52 (2), 265- 324.
  11. Dewaele, J.-M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety in the FL classroom: The effect of teacher and learner variables. Language Teaching Research, 22(6), 676-697.
  12. Gkonou, C., Dewaele, J.-M., & King, J. (2020). The Emotional Rollercoaster of Language Teaching. Bristol: Multilingual Matters.
  13. Li, C. (2021). A Control–Value Theory approach to boredom in English classes among university students in China. The Modern Language Journal, 105(1), 317-334.
  14. Li, C., Dewaele, J.-M., & Hu, Y. (2020). Foreign language learning boredom: Conceptualization and measurement. Applied Linguistics Review, https://doi.org/10.1515/applirev-2020-0124
  15. 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, 193-213.
  16. Pawlak, M., Zawodniak, J., & Kruk, M. (2020). Boredom in the foreign language classroom. A micro- perspective. Cham: Springer.
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