- Emotional CALL: Reframing technology-mediated language learning
-
...Mariusz Kruk, University of Zielona Góra, Poland,
Adam Mickiewicz University, Poznań, Poland
Mirosław Pawlak, Adam Mickiewicz University, Poznań, Poland
University of Applied Sciences, Konin, Pol...
by Mariusz Kruk, Mirosław Pawlak
in Volume 30 Number 2, Special Issue: Emotional CALL
- Call for papers for a special issue on Emotional CALL
-
...Mariusz Kruk and Mirosław Pawlak
Emotions permeate private, social, and professional spheres of people’s lives. They are also part and
parcel of the L2 classroom (both traditional and virtual) where...
by Mariusz Kruk, Mirosław Pawlak
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- Call for papers for a special issue on Emotional CALL
-
...Mariusz Kruk, University of Zielona Góra, Poland, and Mirosław Pawlak, Adam Mickiewicz University, Poznań, Poland
About This Special Issue
Emotions permeate private, social, and professional ...
in News & Announcements
- Task-specific emotions and EFL learners’ technology acceptance beliefs in AI-mediated English speaking
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...Kruk et al., 2022a; Kruk et al., 2023;
Liu et al., 2024)).
AI tools can also mitigate negative emotions, such as anxiety and boredom. Zhang et al. (2024) found AI
tools reduced anxiety and promo...
by Majid Elahi Shirvan, Tahereh Taherian
in Volume 30 Number 2, Special Issue: Emotional CALL
- Incorporating digital multimodal composing into game-enhanced language learning
-
...Kruk, M. (2016). Variations in motivation, anxiety and boredom in learning English in Second Life. The
EUROCALL Review, 24(1),25–39. https://doi.org/10.4995/eurocall.2016.5693
Kruk, M. (2022). Dyn...
by Ke Li, Mark Peterson, Qin Fan
in Volume 30 Number 2, Special Issue: Emotional CALL
- Dynamicity of EFL learners’ emotions and WTC in Human-AI interactions
-
...Kruk,
2022; Kruk & Pawlak, 2022) indicating that the relationship between WTC and communication anxiety is
highly variable when examined over a brief timescale using dynamic methods. Emotional impac...
by Qian Cheng, Xiuwen Chen, Yiyang Luo, Hao Wang
in Volume 30 Number 2, Special Issue: Emotional CALL
- The developmental trajectory of L2 students’ positive achievement emotions and flow experience within AI-enhanced classrooms: A latent growth curve modeling (LGCM)
-
...Kruk, M., & Pawlak, M. (Eds.). (2022). Understanding emotions in English language learning in virtual
worlds. Routledge. https://doi.org/10.4324/9781003240068
Li, C., Pawlak, M., & Kruk, M. (2023)...
by Lili Qin, Ali Derakhshan
in Volume 30 Number 2, Special Issue: Emotional CALL
- Vocabulary grit, task emotions, and behavioral engagement during after-class app-assisted vocabulary learning among Chinese university EFL learners
-
...Kruk &
Zawodniak, 2018; Derakhshan et al., 2022). In technology-mediated learning, enjoyment also boosts
perceived success and engagement, while boredom undermines it (Harley et al., 2019). A few st...
by Banban Li, Yasser Teimouri, Shenglan Mao, Na Wang
in Volume 30 Number 2, Special Issue: Emotional CALL
- Pride and shame in CALL: Links to appraisals, engagement, and performance
-
...Kruk & Pawlak, 2022; Shao et al., 2019).
Although research in foreign language (FL) learning has extensively examined emotions such as anxiety,
enjoyment, and boredom (Dewaele et al., 2023; Shao & K...
by Kaiqi Shao, Elmakki Amiri, Gulsah Kutuk
in Volume 30 Number 2, Special Issue: Emotional CALL
- Exploring the relationship between L2 belongingness, personal L2 enjoyment, and willingness to communicate across language learning contexts
-
...Kruk et al., 2025), anxiety (Dewaele et al., 2023), and stress (Proietti Ergün & Ersöz Demirdağ,
2024). For example, Fattahi et al.’s (2023) study indicated that FLE partially diminished the negative...
by Mehdi Solhi, Artem Zadorozhnyy, Ju Seong Lee
in Volume 30 Number 2, Special Issue: Emotional CALL
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