Akkaş, F. D., Tekin, I., & Aydın, S. (2022). A correlational study on enjoyment and anxiety in a foreign language learning context. International LET-IN 2022 Conference, 306–314. https://files.eric.ed.gov/fulltext/ED625365.pdf
Aydın, S., Tekin, I., & Akkaş, F. D. (2024). Construction and validation of the foreign language learning enjoyment scale. Psychology in the Schools, 61(2), 657–670. https://doi.org/10.1002/pits.23076
Beding, B. P., & Inthapthim, D. (2019). The effects of using a task-based language teaching approach on the speaking skill of Thai EFL learners. Journal of Humanities and Social Sciences, 17(1), 105–126. https://so03.tci-thaijo.org/index.php/jhusoc/article/view/197154
Botes, E., Dewaele, J.-M., & Greiff, S. (2022). Taking stock: A meta-analysis of the effects of foreign language enjoyment. Studies in Second Language Learning and Teaching, 12(2), 205–232. https://doi.org/10.14746/ssllt.2022.12.2.3
Cassidy, S. (2016). The academic resilience scale (ARS-30): A new multidimensional construct measure. Frontiers in Psychology, 7, Article 1787. https://doi.org/10.3389/fpsyg.2016.01787
Chua, H. W., & Lin, C. Y. (2020). The effect of task-based language teaching in learning motivation. International Journal on Social and Education Sciences, 2(1), 41–48.
Connor, K. M., & Davidson, J. R. T. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18(2), 76–82. https://doi.org/10.1002/da.10113
De Smet, A., Mettewie, L., Galand, B., Hiligsmann, P., & Van Mensel, L. (2018). Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter? Studies in Second Language Learning and Teaching, 8(1), 47–71. https://doi.org/10.14746/ssllt.2018.8.1.3
Dent, R. J., & Cameron, R. J. S. (2003). Developing resilience in children who are in public care: The educational psychology perspective. Educational Psychology in Practice, 19(1), 3–19. https://doi.org/10.1080/0266736032000061170
Derakhshan, A., & Fathi, J. (2024). Grit and foreign language enjoyment as predictors of EFL learners’ online engagement: The mediating role of online learning self-efficacy. The Asia-Pacific Education Researcher, 33(4), 759–769. https://doi.org/10.1007/s40299-023-00745-x
Dewaele, J.-M. (2015). On emotions in foreign language learning and use. The Language Teacher, 39(3), 13–15.
Dewaele, J.-M., Botes, E., & Greiff, S. (2023). Sources and effects of foreign language enjoyment, anxiety, and boredom: A structural equation modeling approach. Studies in Second Language Acquisition, 45(2), 461–479. https://doi.org/10.1017/S0272263122000328
Dewaele, J.-M., & Dewaele, L. (2020). Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions. Studies in Second Language Learning and Teaching, 10(1), 45–65. https://doi.org/10.14746/ssllt.2020.10.1.3
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 and Teaching, 4(2), 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5
Dewaele, J.-M., & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language classroom 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.
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, Article 2128. https://doi.org/10.3389/fpsyg.2019.02128
Dewaele, J.-M., Saito, K., & Halimi, F. (2023). How foreign language enjoyment acts as a buoy for sagging motivation: A longitudinal investigation. Applied Linguistics, 44(1), 22–45. https://doi.org/10.1093/applin/amac033
Dewaele, J.-M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 22(6), 676–697. https://doi.org/10.1177/1362168817692161
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge. https://doi.org/10.4324/9781315779553
Edwards, T., Catling, J. C., & Parry, E. (2016). Identifying predictors of resilience in students. Psychology Teaching Review, 22(1), 26–34.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221–246. https://doi.org/10.1111/j.1473-4192.2009.00231.x
Everhart Chaffee, K., Noels, K. A., & McEown, M. S. (2014). Learning from authoritarian teachers: Controlling the situation or controlling yourself can sustain motivation. Studies in Second Language Learning and Teaching, 4(2), 355–387. https://doi.org/10.14746/ssllt.2014.4.2.9
Farde Davaji, A., & Ghoorchaei, B. (2023). The effect of pre-task planning on the speaking accuracy of Iranian EFL learners. Journal of Contemporary Language Research, 2(1), 42–48. https://doi.org/10.58803/JCLR.2023.168993
Fathi, J., & Hejazi, S. Y. (2024). Ideal L2 self and foreign language achievement: The mediating roles of L2 grit and foreign language enjoyment. Current Psychology, 43(12), 10606–10620. https://doi.org/10.1007/s12144-023-05187-8
Fathi, J., & Mohammaddokht, F. (2021). Foreign language enjoyment and anxiety as the correlates of the ideal L2 self in the English as a foreign language context. Frontiers in Psychology, 12, Article 790648. https://doi.org/10.3389/fpsyg.2021.790648
Fathi, J., Pawlak, M., Mehraein, S., Mohammad Hosseini, H., & Derakhshesh, A. (2023). Foreign language enjoyment, ideal L2 self, and intercultural communicative competence as predictors of willingness to communicate among EFL learners. System, 115, Article 103067. https://doi.org/10.1016/j.system.2023.103067
Fletcher, D., & Sarkar, M. (2013). Psychological resilience: A review and critique of definitions, concepts, and theory. European Psychologist, 18(1), 12–23. https://doi.org/10.1027/1016-9040/a000124
Fredrickson, B. L. (2009). Positivity: Groundbreaking research reveals how to embrace the hidden strength of positive emotions, overcome negativity, and thrive. Crown Archetype.
Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056–1080. https://doi.org/10.1111/0161-4681.00142
Herrman, H., Stewart, D. E., Diaz-Granados, N., Berger, E. L., Jackson, B., & Yuen, T. (2011). What is resilience? The Canadian Journal of Psychiatry, 56(5), 258–265. https://doi.org/10.1177/070674371105600504
Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
Howe, A., Smajdor, A., & Stöckl, A. (2012). Towards an understanding of resilience and its relevance to medical training. Medical Education, 46(4), 349–356. https://doi.org/10.1111/j.1365-2923.2011.04188.x
Jiang, Y., & Dewaele, J.-M. (2019). How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners? System, 82, 13–25. https://doi.org/10.1016/j.system.2019.02.017
Jin, Y., & Zhang, L. J. (2021). The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement. International Journal of Bilingual Education and Bilingualism, 24(7), 948–962. https://doi.org/10.1080/13670050.2018.1526253
Jowkar, B., Kojuri, J., Kohoulat, N., & Hayat, A. A. (2014). Academic resilience in education: The role of achievement goal orientations. Journal of Advances in Medical Education & Professionalism, 2(1), 33–38.
Kaikaew, M., & Lornklang, T. (2015). Using task-based learning focusing on Thai culture to promote English writing ability of tenth grade students [Master’s thesis, Nakhon Ratchasima Rajabhat University].
Khademi, M., Mellati, M., & Notghi Moghaddam, S. (2017). The impacts of post-task activities on Iranian EFL learners’ reading achievements. Journal of Language Teaching and Research, 8(1), 106–114. https://doi.org/10.17507/jltr.0801.13
Khezrinejad, M., Rashtchi, M., & Seifoori, Z. (2025). The effects of pre-task conditions on EFL learners’ cognitive processes and writing performance. Teaching English Language, 19(1), 353–387. https://doi.org/10.22132/tel.2024.401334.1477
Kim, H., Doiron, K., Warren, M. A., & Donaldson, S. I. (2018). The international landscape of positive psychology research: A systematic review. International Journal of Wellbeing, 8(1), 50–70. https://doi.org/10.5502/ijw.v8i1.651
Kim, K. T. (2019). A mediating effect of positive psychological capital on the relationship between academic grit and academic burnout perceived by high school students. Journal of the Korea Convergence Society, 10(6), 219–225. https://doi.org/10.15207/JKCS.2019.10.6.219
Kim, T.-Y., & Kim, Y. M. (2021). Structural relationship between L2 learning motivation and resilience and their impact on motivated behavior and L2 proficiency. Journal of Psycholinguistic Research, 50, 417–436. https://doi.org/10.1007/s10936-020-09721-8
Knight, C. (2007). A resilience framework: Perspectives for educators. Health Education, 107(6), 543–555. https://doi.org/10.1108/09654280710827939
Krovetz, M. L. (2008). Fostering resilience: Expecting all students to use their minds and hearts well (2nd ed.). Corwin Press.
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford University Press.
Li, C. (2020). A positive psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement. Journal of Multilingual and Multicultural Development, 41(3), 246–263. https://doi.org/10.1080/01434632.2019.1614187
Li, C., Jiang, G., & Dewaele, J.-M. (2018). Understanding Chinese high school students’ foreign language enjoyment: Validation of the Chinese version of the Foreign Language Enjoyment Scale. System, 76, 183–196. https://doi.org/10.1016/j.system.2018.06.004
Li, C., Zhang, L. J., & Jiang, G. (2024). Conceptualisation and measurement of foreign language learning burnout among Chinese EFL students. Journal of Multilingual and Multicultural Development, 45(4), 906–920. https://doi.org/10.1080/01434632.2021.1931246
Li, H. (2022). Classroom enjoyment: Relations with EFL students’ disengagement and burnout. Frontiers in Psychology, 12, Article 824443. https://doi.org/10.3389/fpsyg.2021.824443
Liu, H., & Chu, W. (2022). Exploring EFL teacher resilience in the Chinese context. System, 105, Article 102752. https://doi.org/10.1016/j.system.2022.102752
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: Theory, practice, and research. The Modern Language Journal, 103(1), 262–274. https://doi.org/10.1111/modl.12544
Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates, and cognate constructs. Oxford Review of Education, 35(3), 353–370. https://doi.org/10.1080/03054980902934639
Masten, A. S., & Tellegen, A. (2012). Resilience in developmental psychopathology: Contributions of the Project Competence Longitudinal Study. Development and Psychopathology, 24(2), 345–361. https://doi.org/10.1017/S095457941200003X
Mierzwa, E. (2018). The relationship between foreign language enjoyment and gender among secondary grammar school students. Journal of Education Culture and Society, 9(2), 117–135. https://doi.org/10.15503/jecs20182.117.135
Mohammad Hosseini, H., Fathi, J., Derakhshesh, A., & Mehraein, S. (2022). A model of classroom social climate, foreign language enjoyment, and student engagement among English as a foreign language learners. Frontiers in Psychology, 13, Article 933842. https://doi.org/10.3389/fpsyg.2022.933842
Morales, E. E., & Trotman, F. K. (2004). Promoting academic resilience in multicultural America: Factors affecting student success. Peter Lang.
Ngọc, N. T. L. (2023). The effects of task-based language teaching on EFL learners’ speaking performance. Journal of English Language Teaching and Applied Linguistics, 5(3), 108–134. https://doi.org/10.32996/jeltal.2023.5.3.13
Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
Nguyen, T. M. H., & Luu, T. T. (2018). The effect of task-based language teaching on EFL learners’ writing performance at Tien Giang University. CTU Journal of Innovation and Sustainable Development, 54(09), 91–97. https://doi.org/10.22144/ctu.jen.2018.031
Pekrun, R., & Linnenbrink-Garcia, L. (Eds.). (2014). International handbook of emotions in education. Routledge.
Pham, V. P. H., & Nguyen, H. L. (2014). The impacts of task-based speaking activities on English-majored freshmen’s oral performance at Ba Ria-Vung Tau Teacher Training College. Ho Chi Minh City Open University Journal of Science, 4(1), 57–69.
Prabhu, N. S. (1987). Second language pedagogy. Oxford University Press.
Rahimi, S., & Rezai, A. (2023). Cultivating Iranian high school students’ writing skills through task-based language teaching: A mixed-methods study. MEXTESOL Journal, 47(1), 1–13.
Rajendran, K., & Videka, L. (2006). Relational and academic components of resilience in maltreated adolescents. Annals of the New York Academy of Sciences, 1094(1), 345–349. https://doi.org/10.1196/annals.1376.047
Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
Rouse, K. A. G. (2001). Resilient students’ goals and motivation. Journal of Adolescence, 24(4), 461–472. https://doi.org/10.1006/jado.2001.0383
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020
Ryff, C. D., & Singer, B. (2003). Flourishing under fire: Resilience as a prototype of challenged thriving. In C. L. M. Keyes & J. Haidt (Eds.), Flourishing: Positive psychology and the life well-lived (pp. 15–36). American Psychological Association.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin.
Shen, J. (2021). A review of the effectiveness of foreign language enjoyment and foreign language classroom anxiety on learners’ engagement and attainment. Frontiers in Psychology, 12, Article 749284. https://doi.org/10.3389/fpsyg.2021.749284
Shin, J., & Kim, T.-Y. (2017). South Korean elementary school students’ English learning resilience, motivation, and demotivation. Linguistic Research, 34, 69–96. https://doi.org/10.17250/khisli.34.201709.004
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38–62. https://doi.org/10.1093/applin/17.1.38
Skehan, P., & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language Learning, 49(1), 93–120. https://doi.org/10.1111/1467-9922.00071
Smith, T. W. (2006). Personality as risk and resilience in physical health. Current Directions in Psychological Science, 15(5), 227–231. https://doi.org/10.1111/j.1467-8721.2006.00441.x
Thomsen, K. (2002). Building resilient students: Integrating resiliency into what you already know and do. Corwin Press.
Truebridge, S. (2016). Resilience: It begins with beliefs. Kappa Delta Pi Record, 52(1), 22–27. https://doi.org/10.1080/00228958.2016.1123041
Ungar, M. (2012). Social ecologies and their contribution to resilience. In M. Ungar (Ed.), The social ecology of resilience: A handbook of theory and practice (pp. 13–31). Springer. https://doi.org/10.1007/978-1-4614-0586-3_2
Van den Branden, K. (2009). Diffusion and implementation of innovations. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 659–672). Wiley-Blackwell.
Waxman, H. C., Rivera, H. H., & Powers, R. A. (2012). English language learners’ educational resilience and classroom learning environment. Educational Research Quarterly, 35(4), 53–72.
White, B., Driver, S., & Warren, A. M. (2010). Resilience and indicators of adjustment during rehabilitation from a spinal cord injury. Rehabilitation Psychology, 55(1), 23–32. https://doi.org/10.1037/a0018451
White, C. J. (2018). The emotional turn in applied linguistics and TESOL: Significance, challenges and prospects. In J. de Dios Martínez Agudo (Ed.), Emotions in second language teaching: Theory, research and teacher education (pp. 19–34). Springer. https://doi.org/10.1007/978-3-319-75438-3_2
Willis, D., & Willis, J. (2001). Task-based language learning. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 173–179). Cambridge University Press.
Willis, D., & Willis, J. (2009). Task-based language teaching: Some questions and answers. The Language Teacher, 33(3), 3–8.
Willis, J. (1996). A framework for task-based learning. Longman.
Wu, W., Wang, Y., & Huang, R. (2023). Teachers matter: Exploring the impact of perceived teacher affective support and teacher enjoyment on L2 learner grit and burnout. System, 117, Article 103096. https://doi.org/10.1016/j.system.2023.103096
Xuyen, V. T. M., & Trang, N. H. (2021). Effects of task-based speaking activities on EFL learners’ oral performance. European Journal of English Language Teaching, 6(6), 17–37. https://doi.org/10.46827/ejel.v6i6.3906
Yaghchi, M. A., Ghafoori, N., & Nabifar, N. (2016). The effects of authoritative vs. facilitative interventions on EFL learners’ willingness to communicate. Journal of Instruction and Evaluation, 9(35), 177–194.
Zeng, G., Hou, H., & Peng, K. (2016). Effect of growth mindset on school engagement and psychological well-being of Chinese primary and middle school students: The mediating role of resilience. Frontiers in Psychology, 7, Article 1873. https://doi.org/10.3389/fpsyg.2016.01873
Zhang, L. J., Fathi, J., & Mohammaddokht, F. (2023). Predicting teaching enjoyment from teachers’ perceived school climate, self-efficacy, and psychological wellbeing at work: EFL teachers. Perceptual and Motor Skills, 130(5), 2269–2299. https://doi.org/10.1177/00315125231182269
Zohrabi, M. (2023). A pragmatic view on education: Navigating AI, technology, curriculum, and identity in the 21st century. International Journal of Practical and Pedagogical Issues in English Education, 1(3), 72–90. https://doi.org/10.22034/ijpie.2023.233191
Zohrabi, M., & Paydar, Z. (2025). Iranian EFL practitioners’ issues at private institutes and state schools. Teaching English Language, 19(1), 81–118. https://doi.org/10.22132/tel.2025.433009.1552
