Livia Dewaele
Biographic Data
| ID | 3531460 |
|---|---|
| NAME | Livia Dewaele |
| GIVEN NAMES | Livia |
| FAMILY NAME | Dewaele |
| SIGNATURE | DEWAELE L |
| AFFILIATIONS | University of Oxford |
| ORCID | 0000-0001-6795-5299 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Policymaking to support resilience in democratic countries
The term ‘resilience’ has increasingly featured in foreign and security policy discourse, appearing in the 2016 European Union Global Strategy, the 2017 US National Security Strategy, and most recently in the UK’s 2021 Integrated Review. These strategies note the importance of preparing for, responding to, and recovering from crises that could affect civilian society. While these strategies agree on the importance of building resilience, they do …
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions
Previous research has considered fluctuations in students’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele & MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have tw…
Actual and Self-Perceived Linguistic Proficiency Gains in French during Study Abroad
The present study focuses on 33 British and Irish students, including non-language specialists and language specialists, who spent their study abroad (SA) period in Francophone countries. Their proficiency in French ranged from lower independent (B1) to advanced level (C2). The analysis of quantitative data collected at the start, in the middle, and at the end of the SA period through an online questionnaire showed that both actual proficiency an…
Foreign language enjoyment and anxiety
Positive psychology has boosted interest in the positive as well as the negative emotions that Foreign Language learners experience. The present study examines whether – and to what extent – foreign language enjoyment (FLE) and foreign language (FL) classroom anxiety (FLCA) are linked to a range of learner internal variables and teacher/classroom-specific variables within one specific educational context. Participants were 189 British high school…
Learner-internal and learner-external predictors of Willingness to Communicate in the FL Classroom
Willingness to Communicate (WTC), defined as “a readiness to enter into discourse at a particular time with a specific person or persons, using a L2” (MacIntyre, Dörnyei, Clément & Noels, 1998, p. 547), is influenced by a complex interplay of interacting learner-internal variables (including sociobiographical, emotional and macro intergroup variables) and learner-external variables (i.e. teacher-centred) in the foreign language (FL) classroom. Th…
The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation
The combined effect of positive and negative emotions in Second Language Acquisition (SLA) has attracted the attention of researchers influenced by the Positive Psychology movement (Dewaele & MacIntyre, 2014; 2016a). The current study is based on a pseudo-longitudinal design to investigate how the positive and negative emotions of 189 foreign language pupils in two London schools evolved over time. A comparison of the mean values of Foreign Langu…
Actual and Self-Perceived Linguistic Proficiency Gains in French during Study Abroad
The present study focuses on 33 British and Irish students, including non-language specialists and language specialists, who spent their study abroad (SA) period in Francophone countries. Their proficiency in French ranged from lower independent (B1) to advanced level (C2). The analysis of quantitative data collected at the start, in the middle, and at the end of the SA period through an online questionnaire showed that both actual proficiency an…
The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation
The combined effect of positive and negative emotions in Second Language Acquisition (SLA) has attracted the attention of researchers influenced by the Positive Psychology movement (Dewaele & MacIntyre, 2014; 2016a). The current study is based on a pseudo-longitudinal design to investigate how the positive and negative emotions of 189 foreign language pupils in two London schools evolved over time. A comparison of the mean values of Foreign Langu…
Foreign language enjoyment and anxiety
Positive psychology has boosted interest in the positive as well as the negative emotions that Foreign Language learners experience. The present study examines whether – and to what extent – foreign language enjoyment (FLE) and foreign language (FL) classroom anxiety (FLCA) are linked to a range of learner internal variables and teacher/classroom-specific variables within one specific educational context. Participants were 189 British high school…
Learner-internal and learner-external predictors of Willingness to Communicate in the FL Classroom
Willingness to Communicate (WTC), defined as “a readiness to enter into discourse at a particular time with a specific person or persons, using a L2” (MacIntyre, Dörnyei, Clément & Noels, 1998, p. 547), is influenced by a complex interplay of interacting learner-internal variables (including sociobiographical, emotional and macro intergroup variables) and learner-external variables (i.e. teacher-centred) in the foreign language (FL) classroom. Th…
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions
Previous research has considered fluctuations in students’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele & MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have tw…
Actual and Self-Perceived Linguistic Proficiency Gains in French during Study Abroad
The present study focuses on 33 British and Irish students, including non-language specialists and language specialists, who spent their study abroad (SA) period in Francophone countries. Their proficiency in French ranged from lower independent (B1) to advanced level (C2). The analysis of quantitative data collected at the start, in the middle, and at the end of the SA period through an online questionnaire showed that both actual proficiency an…
Policymaking to support resilience in democratic countries
The term ‘resilience’ has increasingly featured in foreign and security policy discourse, appearing in the 2016 European Union Global Strategy, the 2017 US National Security Strategy, and most recently in the UK’s 2021 Integrated Review. These strategies note the importance of preparing for, responding to, and recovering from crises that could affect civilian society. While these strategies agree on the importance of building resilience, they do …
EFL/ESL Teaching and Learning (5 works) · Mathematics education (5 works) · Psychology (5 works) · Second Language Learning and Teaching (5 works) · Anxiety (4 works) · Foreign language (4 works) · Foreign language anxiety (4 works) · Developmental psychology (3 works) · Linguistics (3 works) · Pedagogy (3 works)