Jean-Marc Dewaele
Biographic Data
| ID | 757357 |
|---|---|
| NAME | Jean-Marc Dewaele |
| GIVEN NAMES | Jean-Marc |
| FAMILY NAME | Dewaele |
| SIGNATURE | DEWAELE J |
| AFFILIATIONS | Birkbeck, University of London |
| ORCID | 0000-0001-8480-0977 |
| VERIFIED | Yes |
| TOTAL WORKS | 177 |
| TOTAL CITATIONS | 1206 |
| AUTHOR COUNT | 175 |
| EDITOR COUNT | 5 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 19 |
Foreign language learner well-being
With the growing interest in foreign language (FL) learner well-being, there is an increased need for solid holistic models that have a strong theoretical foundation and instruments that are both economical and reliable. The present study proposes an operationalization and psychometric validation of the newly developed hierarchical E4MC model as a multidimensional structural model comprising interconnected building blocks of language learner well…
Task flow in L2 writing
Flow has been highly valued by educational researchers and practitioners for its positive effects on learner well-being, learning outcomes, and academic success. While interest in flow within second language (L2) acquisition has grown recently, comprehensive evidence remains limited regarding both its antecedents and its impact on L2 task performance, particularly in writing contexts. Grounded in Egbert’s (2003) theoretical model of flow and lang…
Enjoyment and second/foreign language learning
The exponential growth in research on the role of enjoyment in second/foreign language (FL) learning necessitates an updated synthesis and a new approach to overcome the limitations of earlier meta-analyses. Using a three-level meta-analytic approach, the current meta-analysis will review and summarize previous studies up to 2025. Based on a throughout search, we included 80 empirical studies with 43,599 participants with 147 effect sizes. Result…
Response to Khodi
This response engages with Khodi's commentary on relational safety in TESOL classrooms. We clarify that our study does not propose replicating therapeutic communities, but highlights how language, emotion, identity, and context become intertwined in relationally safe environments. We argue that a later‐learned language can function as an embodied linguistic space, enabling the renegotiation of self with some distance from trauma. We also point to…
A person-centered approach to foreign language learners’ emotions
Emotions are gaining increasing attention due to their significant roles in language learning. Although prior research has emphasized the potential for the co-occurrence of emotions within individuals, understanding how this co-occurrence varies among language learners remains limited. This study employs latent profile analysis to identify emotional patterns that emerge among foreign language (FL) learners based on three prevalent emotions: enjoy…
“A rising tide lifts all boats”
While the role of positive emotions and positive character traits in people's flourishing has been researched extensively in the context of foreign language (FL) learning and teaching, the role positive institutions play regarding teachers’ well‐being and their emotions experienced in the FL classroom has been largely neglected. With a Web survey, this study investigates the relationship between positive practices at work and well‐being among 263…
I Own My Life Now”
This article explores the language experiences of refugees and asylum seekers who survived sex trafficking, domestic slavery, and sexuality‐based persecution. Drawing on a longitudinal study of 15 respondents followed across two time points separated by 6 years, all members of an England‐based therapeutic community, we focus here on four individuals, examining how English—initially experienced as a language of exile—became a medium for healing, i…
Identifying demographic and personality correlates of public speaking anxiety among adult workers
This paper examines demographic, self-esteem and personality correlates of Public Speaking Anxiety. In all 1049 working adults indicated how anxious they were in giving speeches in public and they also filled out the High Potential Trait Indicator (HPTI). We used correlations and regressions to explore the relationship between the independent variables and Public Speaking Anxiety. Our multiple regression indicated five significant factors that ac…
Pavlenko, Aneta
This is an overview of the life and work of Professor Aneta Pavlenko.
Emotions and Language Learning
This is an overview of applied linguistic work on four foreign language learner emotions, inspired by various branches of psychology, especially Positive Psychology. The emotions that have been selected are Foreign Language Classroom Anxiety (FLCA), Foreign Language Enjoyment (FLE), Foreign Language Boredom (FLB), and Foreign Language Peace of Mind (FLPOM). The adoption of A more holistic approach by applied linguists from 2014 has led to the inc…
Multilingualism, Multiculturalism, and Emotions
This is an overview of work on multilingual and multicultural people's language preferences and experience of emotional resonance when using their various languages in different cultural contexts.
Classroom environment and willingness to communicate in English
The present study examines the direct and indirect relationships between classroom environment (CE), L2 (second/foreign language) learner emotions (i.e. enjoyment, anxiety and boredom), and their willingness to communicate (WTC) in classes for English as a foreign language (EFL). Participants were 2,268 university students in China. Pearson correlation analyses showed significant correlations between CE, L2 emotions, and WTC, with effect sizes ra…
The light side of darkness
The duality of human nature, consisting of positive and negative personality traits, has intrigued scholars in different fields. Despite an overwhelming dominance of research on positive characteristics, particularly in the field of education, negative traits, such as those constituting the Dark Triad (DT; i.e., Psychopathy, Narcissism, and Machiavellianism) have been confirmed to be associated with both positive and detrimental outcomes. This pa…
Disentangling the causal role of motivation, enjoyment, and anxiety in second language speech learning
While our earlier report focused on the initial four months of the dataset (Saito et al., 2018, Language Learning ), this study investigates the relationship between individual differences in motivation (Ideal Self and Ought–to Self), emotions (Enjoyment and Anxiety), and L2 speech learning among 121 Japanese English–as–a–Foreign–Language high school students over 1.5–years. Participants’ L2 speech proficiency consistently improved at each testin…
How foreign language learners’ benign and deleterious self-directed humour shapes their classroom anxiety and enjoyment
This study examines how two dimensions of self-directed humour (SDH) (deleterious SDH and benign SDH) can be used by language learners to shape the relationship between foreign language classroom anxiety (FLCA) and foreign language enjoyment (FLE). A total of 234 Chinese college students learning English as a Foreign Language (EFL) completed an online questionnaire. Results indicate a chain mediation model, suggesting that FLCA predicted, but onl…
The complex relationship between number of languages spoken and individuals’ personality, self-esteem and ideology
How the Effects of Foreign Language Enjoyment, Anxiety, Boredom and Peace of Mind on Attitude/Motivation Change With Skill Level, Academic Achievement and Age
The current study used moderated mediation models to investigate the direct and indirect effects of Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), Foreign Language Peace of Mind (FLPOM), and Foreign Language Boredom (FLB), as well as the moderating effects of skill level, academic achievement, and age on the Attitude/Motivation of 502 Moroccan English Foreign Language learners aged between 14 and 60 years old. FLE an…
The role of positive and negative emotions in foreign language learning
The past decade has seen a blossoming of emotion research in applied linguistics, which led to a deeper understanding of the crucial role both positive and negative emotions play in the context of foreign language (FL) learning. In this paper, we will outline a research agenda arising from the rich knowledge gained so far, which we hope inspires researchers to pursue future directions which we consider highly relevant for both researchers and pra…
How teaching modality affects Foreign Language Enjoyment
The sudden shift to online foreign language (FL) learning due to the pandemic offered researchers the unique possibility to explore the role of learner emotions in different teaching modalities. This mixed methods paper investigates differences in 437 English as a foreign language (EFL) students’ levels of FL enjoyment (FLE) in pre-pandemic in-person EFL classes and their online classes after the switch to emergency remote teaching (ERT) based on…
Rer-Lx
In two online survey studies (N = 688 and N = 247, respectively) we developed and validated a new psychometric scale for measuring emotional resonance reduction in bilinguals’ LX (“later learnt language”) relative to their L1 (“first language”). The final scale, dubbed RER-LX (for Reduced Emotional Resonanc e in LX ), comprises 15 items and possesses a number of desirable psychometric properties. It yields good test reliability (expected alpha be…
Valence and arousal perception among first language users, foreign language users, and naïve listeners of Mandarin across various communication modalities
This online study investigates how first (L1) and foreign language (LX) users, and naïve (L0) listeners of Mandarin perceive the valence and arousal level of a Chinese interlocutor in various communication modalities. The 1485 participants (651 L1, 292 LX, and 542 L0 Mandarin users) were presented with 12 recordings of a Chinese actor conveying emotional events in the visual-vocal-verbal, vocal-verbal, visual-only, or vocal-only modality. Valence…
Foreign language learning boredom
This cross-sectional and longitudinal study sought to refine the measurement of foreign language learning boredom (FLLB) and examine its links with overall/skill-specific second and foreign language (L2) achievement (curriculum-based course exam scores) and proficiency (Cambridge English test scores). In Substudy 1, we developed and validated an 11-item Foreign Language Learning Boredom Scale–Short Form among secondary and tertiary English as a f…
Can personality predict foreign language classroom emotions? The devil’s in the detail
Personality has been identified as a possible antecedent to emotions experienced in the foreign language (FL) classroom. However, contrasting results and differing personality models have resulted in ambiguous findings. This study set out to delve deeper into the role of personality as a predictor of FL emotions through a series of increasingly restrictive statistical models on a sample of n = 246 FL learners. The relationships between personalit…
Some considerations on the emotions of heritage language learners, teachers, and users
This special issue is both timely and perfectly placed. Interest in heritage language (HL) learning has been growing for a while (Driver, 2022), as has the interest in the emotions of language learners and users (Dewaele & MacIntyre, 2014). By bringing these two strands together, the guest editors have created a powerful research synergy. Just as François Grosjean (1989) famously declared that bilinguals are not the sum of two complete or incompl…
“You can’t start a fire without a spark”. Enjoyment, anxiety, and the emergence of flow in foreign language classrooms
The present study adopted a mixed-methods approach using a convergent parallel design to focus on the role that positive and negative emotions have in the Foreign Language (FL) classroom on the ontogenesis of positive flow. Participants were 1,044 FL learners from around the world. They provided quantitative and qualitative data on FL enjoyment (FLE), classroom anxiety (FLCA) and experience of flow via an on-line questionnaire (Dewaele, Jean-Marc…
The Flowering of Positive Psychology in Foreign Language Teaching and Acquisition Research
The present contribution offers an overview of a new area of research in the field of foreign language acquisition, which was triggered by the introduction of Positive Psychology (PP) (MacIntyre and Gregersen, 2012). For many years, a cognitive perspective had dominated research in applied linguistics. Around the turn of the millennium researchers became increasingly interested in the role of emotions in foreign language learning and teaching, be…
Emotions in Multiple Languages
Understanding Chinese high school students’ Foreign Language Enjoyment
How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners
Enjoyment and anxiety in second language communication
Emotions are a fleeting experience, sometimes lasting only moments before dissipating. Prior research in SLA has either ignored emotions, underestimated their relevance, or has studied them as a relatively stable individual difference variable. In contrast, the present study takes an idiodynamic approach to examine the rapidly changing relationship between enjoyment and anxiety in second language communication, on a moment-to-moment timescale. Un…
The effect of multilingualism/multiculturalism on personality
The present study investigates the link between multilingualism/multiculturalism, acculturation and the personality profile (as measured by the Multicultural Personality Questionnaire) of 79 young London teenagers, half of whom were born abroad and had settled down in London during their childhood ‘Third Culture Kids’ (TCKs; Pollock & Van Reken, 2001 Pollock, D.C. and Van Reken, R. 2001. Third culture kids, Yarmouth, ME: Nicholas Brealey Publishi…
The emotional weight of I love you in multilinguals' languages
Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers
The Emotional Force of Swearwords and Taboo Words in the Speech of Multilinguals
This paper investigates the perception of emotional force of swearwords and taboo words (S-T words) among 1039 multilinguals. It is based on data drawn from a large database collected through a web questionnaire on bilingualism and emotions. t-Tests revealed that the perceived emotional force of S-T words is highest in the L1 and gradually lower in languages learned subsequently. Self-reported L1 attriters were found to judge S-T words in their L…
The use of web questionnaires in second language acquisition and bilingualism research
The present article focuses on data collection through web questionnaires, as opposed to the traditional pen-and-paper method for research in second language acquisition and bilingualism. It is argued that web questionnaires, which have been used quite widely in psychology, have the advantage of reaching out to a larger and more diverse pool of potential participants, which may increase the ecological validity of the resulting database. After con…
The Effect of Classroom Emotions, Attitudes Toward English, and Teacher Behavior on Willingness to Communicate Among English Foreign Language Learners
Willingness to communicate (WTC) in a foreign language is linked to a range of interacting learner-internal and learner-external variables. The present study identified the predictors of WTC of 210 foreign language learners of English from Spain. Multiple regression analyses revealed that the strongest (negative) predictor of WTC was foreign language classroom anxiety, while foreign language enjoyment and frequency of foreign language use by the …
Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings
This study presents a cross-sectional and longitudinal analysis of how 108 high school students in English as a foreign language (EFL) classrooms enhanced the comprehensibility of their second language (L2) speech according to different motivation, emotion, and experience profiles. Students' learning patterns were primarily associated with their emotional states (anxiety vs. enjoyment) and secondarily with their motivational dispositions (clear v…
Attitudes towards foreign accents among adult multilingual language users
The present study investigates inter-individual variation (linked to personality traits, multilingualism and sociobiographical variables) in the attitudes that 2035 multilinguals have of their own and others’ foreign accent (FA). Data were collected through an online questionnaire. We found that multilinguals who were extraverted, emotionally stable and tolerant of ambiguity were significantly less bothered by the FA of others. Only neurotic mult…
Attitudes towards code-switching among adult mono- and multilingual language users
The present study investigates inter-individual variation (linked to personality traits, multilingualism and sociobiographical variables) in attitudes towards code-switching (CS) among 2070 multilinguals. Data were collected through an online questionnaire. We found that high levels of Tolerance of Ambiguity (TA) and Cognitive Empathy (CE), and low levels of Neuroticism are linked with significantly more positive attitudes towards CS. Knowing man…
Do well-being and resilience predict the Foreign Language Teaching Enjoyment of teachers of Italian
Multilingualism, empathy and multicompetence
The present study investigates the link between multilingualism and the personality trait of cognitive empathy among 2158 mono- and multilinguals. Data were collected through an online questionnaire. Statistical analyses revealed that the knowledge of more languages was not linked to cognitive empathy. Bilingual upbringing and the experience of having lived abroad were equally unrelated to cognitive empathy. Gender and education level were linked…
Thirty shades of offensiveness
Trait emotional intelligence, positive and negative emotions in first and foreign language classes
Why do so many bi- and multilinguals feel different when switching languages
Is the feeling of difference experienced by many bi- and multilinguals linked to a later age of onset (AoA) and a lower level of proficiency in the foreign language (LX)? This empirical study, based on the qualitative and quantitative data from 1005 bi- and multilinguals, suggests AoA is unrelated to feelings of difference. While several participants mentioned the fact that limited proficiency in the LX made them feel different, no statistically …
Intra- and inter-individual variation in self-reported code-switching patterns of adult multilinguals
The present study is a large-scale quantitative analysis of intra-individual variation (linked to type of interlocutor) and inter-individual variation (linked to multilingualism, sociobiographical variables and three personality traits) in self-reported frequency of code-switching (CS) among 2116 multilinguals. We found a significant effect of interlocutor (friends, family, colleagues and strangers) on self-reported CS. Participants who grew up a…
Reducing anxiety in the foreign language classroom
From obscure echo to language of the heart
Multilinguals' perceptions of feeling different when switching languages
Research into multilingualism and personality has shown that a majority of multilinguals report feeling different when they switch from one language to another. The present study looks at perceived shifts on five scales of feelings (feeling logical, serious, emotional, fake and different) in pair-wise comparisons between languages following the order of acquisition (L1/L2, L2/L3 and L3/L4). Participants were 106 adult multilinguals with a total o…
Christ fucking shit merde!” Language Preferences for Swearing Among Maximally Proficient Multilinguals
The present study investigates language preferences for swearing among two groups of multilinguals. The first group consisted of 386 adult multilinguals who filled out the Bilingualism and Emotion web based questionnaire (BEQ; Author and Pavlenko 2001-2003) and had declared that they were maximally proficient in their L1 and L2 and used both languages constantly. The second group consisted of 20 multilinguals with a similar sociobiographical prof…
Extraversion
The relatively small number of linguistic studies in which extraversion is focussed on as an independent variable suggests that applied linguists believe it unrelated to speech production or language learning. We argue that this suspicion is based on a misunderstanding originating in the 1970s. Reappraisal of the literature suggests that extraversion may not be a predictor of success in second language learning but does affect both L1 and L2 spee…
Extraversion et richesse lexicale dans deux styles d'interlangue française
Dans cet article nous cherchons dans quelle mesure certains traits de la personnalité (en l'occurrence le degré d'extraversion) permettent d'expliquer des phénomènes de variation synchronique interindividuelle dans deux styles d'interlangue de nos 21 locuteurs néerlandopho nes parlant français. Nous avons constaté que dans un contexte formel le discours oral des locuteurs introvertis est plus riche que celui des locuteurs extravertis
Évaluation du texte interprété
Évaluation du texte interprété : sur quoi se basent les interlocuteurs natifs ?. Un article de la revue Meta (La traduction et l’interprétation dans la Belgique multilingue) diffusée par la plateforme Érudit
Variation synchronique dans l’interlangue
Dans cet article nous analysons le modèle d’inspiration labovienne que Elaine Tarone a développé pour expliquer la variation dans l’interlangue. Le “Modèle du Caméléon” connaît un vif succès depuis les années quatre-vingts malgré un manque de preuves empiriques de ses hypothèses. La théorie de Tarone est soumise à une analyse approfondie et critique
La langue influence-t-elle la pensée? un état de la question
Langue et pensée ont longtemps été considérées indissociables. La langue, pensait-on, déterminait la pensée de l'individu. Des études récentes en linguistique et en psycholinguistique suggèrent cependant que le lien entre langue et pensée est beaucoup plus nuancé que l'on imaginait
The effect of gender on the choice of speech style
The analysis of a number of linguistic variables reflecting formality in the advanced oral French interlanguage of 27 Dutch-speaking students showed significant differences between male and female speakers. Female speakers were found to opt for a much more implicit and deictical speech style, especially in an informal situation. As the situation became more formal, the differences between male and female speakers weakened. The same variation was …
Word order variation in French interrogative structures
Inter-individual variation in the use of direct interrogative structures (N = 450) is explored in a corpus of spoken native and non-native French. A quantitative analysis of the data reveals that while non-native speakers seem to avoid non-standard structures, they do not use more formal variants systematically. Comparison with data from other native and non-native corpora reveals important differences in the frequency of particular interrogative…
Is it the Corruption of French Thought Processes that Purists Fear? A Response to Henriette Walter
The arguments put forward by purists in defence of the French language are based on the idea of the genius of French and of French clarity. Meschonnic (1997) notes that these concepts are akin to myths and originate from the history of several domains: language, grammar, linguistics, literature, culture, politics and philosophy (1997: 26). Perceived in the light of these myths, French can be presented as clear, perfect, immutable, rich, universal…
Le dérèglement du système de pensée français
(1999). Le dereglement du systeme de pensee francais: l'angoisse secrete des puristes? Reponse a Henriette Walter. Current Issues In Language and Society: Vol. 6, No. 3-4, pp. 227-230
Extraversion
The relatively small number of linguistic studies in which extraversion is focussed on as an independent variable suggests that applied linguists believe it unrelated to speech production or language learning. We argue that this suspicion is based on a misunderstanding originating in the 1970s. Reappraisal of the literature suggests that extraversion may not be a predictor of success in second language learning but does affect both L1 and L2 spee…
Opportunities and Challenges of Bilingualism
This volume contributes to the debates about the social aspects of bilingualism, focusing on the various opportunities and challenges bilingualism presents to today's society. The contributions in this volume are of a prospective stance, delineating directions for future research on bilingualism and/or identifying important issues which have been under-researched or which are still of a controversial nature. All the contributions are from leading…
Applaudie et contestée
Preview this article: Applaudie et contestée, Page 1 of 1 /docserver/preview/fulltext/itl.137-138.05dew-1.gif
Psychological and sociodemographic correlates of communicative anxiety in L2 and L3 production
This paper analyses foreign language anxiety in the French L2 and English L3 speech production of 100 Flemish students. The findings suggest that foreign language anxiety is not a stable personality trait among experienced language learners. The societal as well as the individual contexts were found to determine levels of communicative anxiety. The perception of French as the former prestige language in Flanders and its function as a social marke…
Motivational strategies in the language classroom
Emotion Vocabulary in Interlanguage
Recent research in linguistics singles out emotion words as different from other abstract words. The goal of this article is to examine five factors that may impact the use of L2 emotion vocabulary. The first study considers the impact of language proficiency, gender, and extraversion on the use of emotion words in the advanced French interlanguage of 29 Dutch L1 speakers. The second examines the influence of sociocultural competence, gender, and…
Bilingual Episodic Memory
Our current models of bilingual memory are essentially accounts of semantic memory whose goal is to explain bilingual lexical access to underlying imagistic and conceptual referents. While this research has included episodic memory, it has focused largely on recall for words, phrases, and sentences in the service of understanding the structure of semantic memory. Building on the four papers in this special issue, this article focuses on larger un…
Compte rendu – hommage
Larry Selinker commença ses études à Brandeis University, Waltham, Massachusetts où il obtint son BA en « Etudes du Proche-Orient » en 1959 avec une spécialisation en langue et littérature hébraïque. Il passa l’année 1959-1960 à l’université hébraïque à Jérusalem. Il obtint son MA en linguistique de la American University de Washington en 1960 et son Ph D de Georgetown University en 1966 avec une thèse intitulée A Psycholinguistic Study of Transf…
Introduction to Special Issue
Blistering barnacles! What language do multilinguals Swear in
The present contribution focuses on the effects of language dominance / attrition, context of acquisition, age of onset of learning, frequency of general use of a language and sociodemographic variables on self-reported language choice for swearing. The analysis is based on a database to which 1039 multilinguals contributed through a web based questionnaire. Results suggest that, according to the self-reports, swearing happens most frequently in …
Languages and Emotions
(2004). Languages and Emotions: A Crosslinguistic Perspective. Journal of Multilingual and Multicultural Development: Vol. 25, No. 2-3, pp. 93-93
The Emotional Force of Swearwords and Taboo Words in the Speech of Multilinguals
This paper investigates the perception of emotional force of swearwords and taboo words (S-T words) among 1039 multilinguals. It is based on data drawn from a large database collected through a web questionnaire on bilingualism and emotions. t-Tests revealed that the perceived emotional force of S-T words is highest in the L1 and gradually lower in languages learned subsequently. Self-reported L1 attriters were found to judge S-T words in their L…
Retention or omission of the ne in advanced French interlanguage
This article considers inter‐individual variation in omission rates of the preverbal particle ne in 991 negations produced in conversations between 73 native and non‐native speakers of French. It appears that both endogenous and exogenous extralinguistic factors are linked to omission rates of ne . Whereas age and gender were found to have little effect, the degree of extraversion of the speaker, the frequency of use of French and the native/non‐…
Sociodemographic, Psychological and Politicocultural Correlates in Flemish Students' Attitudes towards French and English
An analysis of 100 Flemish high-school students' attitudes towards French and English (both foreign languages) revealed complex links etween personality factors, gender, politicocultural identity, communicative behaviour and foreign language attitudes. Attitudes towards English were found to be much more positive than those towards French, despite the fact that the participants had enjoyed a longer and more intense formal instruction in French (i…
The effect of multilingualism, sociobiographical, and situational factors on communicative anxiety and foreign language anxiety of mature language learners
The present study focuses on individual differences in levels of communicative anxiety (CA) and foreign language anxiety (FLA) in the first (L1), second (L2), third (L3) and fourth (L4) language of 106 adult language learners. Data were collected about CA/FLA levels when speaking with friends, with strangers, and speaking in public. The analyses revealed that multilinguals do experience more CA in stressful situations in their L1, but that levels…
Trilingual conversations
A recurrent theme in the literature on trilingual language use is the question of whether there is a specific “trilingual competence.” In this paper we consider this question in the light of codeswitching patterns in two dyadic trilingual conversations between a mother and daughter conducted in (Lebanese) Arabic, French, and English. Quantitative and qualitative analysis of codeswitching in both conversants shows that, despite the fact that both …
Multilinguals' language choice for mental calculation
The present study investigates self-reported language choice for mental calculations among 1,454 adult multilinguals from a variety of linguistic, social and ethnic backgrounds. As mental calculation is a complex cognitive operation involving both language-dependent and language independent processes, we sought to establish a baseline of first language (L1) or foreign language(s) (LX) use for mental calculation and identify the factors that influ…
Psychology (147 works) · Linguistics (105 works) · Social Psychology (97 works) · EFL/ESL Teaching and Learning (76 works) · Foreign language (60 works) · Mathematics education (52 works) · Developmental psychology (50 works) · Pedagogy (48 works) · Anxiety (47 works) · Philosophy (47 works)