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Cited by

• 2020An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital187 cited
• 2018APTITUDE, EXPERIENCE, AND SECOND LANGUAGE PRONUNCIATION PROFICIENCY DEVELOPMENT IN CLASSROOM SETTINGS66 cited
• 2019EFL learners’ L2 achievement and its relationship with cognitive intelligence, emotional intelligence, learning styles, and language learning strategies58 cited
• 2020Tracing the signature dynamics of foreign language classroom anxiety and foreign language enjoyment: A retrodictive qualitative modeling53 cited
• 2019Enjoyment as a key to success? Links between e-tandem language learning and tertiary students’ foreign language enjoyment52 cited
• 2021Cognitive vs. metacognitive scaffolding strategies and EFL learners’ listening comprehension development46 cited
• 2016Reflections on Horwitz (1986), “Preliminary Evidence for the Validity and Reliability of a Foreign Language Anxiety Scale”45 cited
• 2019Emotions Are Motivating44 cited
• 2019Motivation and emotion in the EFL learning experience of Romanian adolescent students: Two contrasting cases35 cited
• 2018Language Teachers’ Emotions: Emerging from the Shadows30 cited
• 2020The role of intellectual humility in foreign language enjoyment and foreign language classroom anxiety23 cited