| # | Title | Journal | Year | Citations |
|---|
| 1 | The two faces of Janus? Anxiety and enjoyment in the foreign language classroom | Studies in Second Language Learning and Teaching | 2016 | 636 |
| 2 | Emotions that facilitate language learning: The positive-broadening power of the imagination | Studies in Second Language Learning and Teaching | 2016 | 351 |
| 3 | Introducing positive psychology to SLA | Studies in Second Language Learning and Teaching | 2016 | 247 |
| 4 | Does the effect of enjoyment outweigh that of anxiety in foreign language performance? | Studies in Second Language Learning and Teaching | 2018 | 196 |
| 5 | Enjoyment and anxiety in second language communication: An idiodynamic approach | Studies in Second Language Learning and Teaching | 2018 | 166 |
| 6 | Positive and negative emotions underlie motivation for L2 learning | Studies in Second Language Learning and Teaching | 2017 | 164 |
| 7 | Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System | Studies in Second Language Learning and Teaching | 2019 | 156 |
| 8 | The L2 motivational self system: A meta-analysis | Studies in Second Language Learning and Teaching | 2018 | 144 |
| 9 | Higher education teachers’ attitudes towards English medium instruction: A three-country comparison | Studies in Second Language Learning and Teaching | 2016 | 120 |
| 10 | Advanced learners’ foreign language-related emotions across the four skills | Studies in Second Language Learning and Teaching | 2018 | 91 |
| 11 | Classroom-oriented research from a complex systems perspective | Studies in Second Language Learning and Teaching | 2016 | 86 |
| 12 | 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 | 2020 | 83 |
| 13 | Love and enjoyment in context: Four case studies of adolescent EFL learners | Studies in Second Language Learning and Teaching | 2018 | 72 |
| 14 | Unveiling the relationship between language learning beliefs, emotions, and identities | Studies in Second Language Learning and Teaching | 2015 | 70 |
| 15 | The link between Foreign Language Classroom Anxiety, Second Language Tolerance of Ambiguity and Self-rated English proficiency among Chinese learners | Studies in Second Language Learning and Teaching | 2016 | 69 |
| 16 | Directed Motivational Currents: Using vision to create effective motivational pathways | Studies in Second Language Learning and Teaching | 2016 | 62 |
| 17 | L2 motivation, anxiety and self-efficacy: The interrelationship of individual variables in the secondary school context | Studies in Second Language Learning and Teaching | 2016 | 62 |
| 18 | Exploring young EFL learners’ motivation: Individual versus pair work on dictogloss tasks | Studies in Second Language Learning and Teaching | 2020 | 61 |
| 19 | Taking stock: A meta-analysis of the effects of foreign language enjoyment | Studies in Second Language Learning and Teaching | 2022 | 57 |
| 20 | The dynamic nature of motivation in language learning: A classroom perspective | Studies in Second Language Learning and Teaching | 2016 | 56 |
| 21 | Foreign Language Classroom Anxiety of Arab learners of English: The effect of personality, linguistic and sociobiographical variables | Studies in Second Language Learning and Teaching | 2015 | 56 |
| 22 | Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter? | Studies in Second Language Learning and Teaching | 2018 | 55 |
| 23 | Game on! Young learners’ incidental language learning of English prior to instruction | Studies in Second Language Learning and Teaching | 2017 | 54 |
| 24 | Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning | Studies in Second Language Learning and Teaching | 2015 | 51 |
| 25 | Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges | Studies in Second Language Learning and Teaching | 2016 | 47 |
| 26 | Is there ELF in ELT coursebooks? | Studies in Second Language Learning and Teaching | 2016 | 44 |
| 27 | The effects of CLIL on mathematical content learning: A longitudinal study | Studies in Second Language Learning and Teaching | 2016 | 44 |
| 28 | Using Q methodology to investigate pre-service EFL teachers’ mindsets about teaching competences | Studies in Second Language Learning and Teaching | 2018 | 41 |
| 29 | Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance | Studies in Second Language Learning and Teaching | 2018 | 40 |
| 30 | Expanding the theoretical base for the dynamics of willingness to communicate | Studies in Second Language Learning and Teaching | 2020 | 40 |
| 31 | English medium instruction: Comparing teacher beliefs in secondary and tertiary education | Studies in Second Language Learning and Teaching | 2018 | 39 |
| 32 | Examining emotional intelligence within the context of positive psychology interventions | Studies in Second Language Learning and Teaching | 2016 | 36 |
| 33 | Foreign language anxiety and self-perceived English pronunciation competence | Studies in Second Language Learning and Teaching | 2016 | 34 |
| 34 | Positive psychology in cross-cultural narratives: Mexican students discover themselves while learning Chinese | Studies in Second Language Learning and Teaching | 2014 | 34 |
| 35 | The impact of gender on attainment in learning English as a foreign language | Studies in Second Language Learning and Teaching | 2015 | 34 |
| 36 | An investigation of Chinese university EFL learner’s foreign language reading anxiety, reading strategy use and reading comprehension performance | Studies in Second Language Learning and Teaching | 2015 | 34 |
| 37 | Cognate facilitation effects in trilingual word recognition | Studies in Second Language Learning and Teaching | 2016 | 33 |
| 38 | The self as a complex dynamic system | Studies in Second Language Learning and Teaching | 2016 | 32 |
| 39 | What’s age got to do with it? Accounting for individual factors in second language accent | Studies in Second Language Learning and Teaching | 2014 | 32 |
| 40 | Correcting students’ written grammatical errors: The effects of negotiated versus nonnegotiated feedback | Studies in Second Language Learning and Teaching | 2016 | 31 |
| 41 | Language aptitude: Desirable trait or acquirable attribute? | Studies in Second Language Learning and Teaching | 2017 | 31 |
| 42 | Getting to the bottom of L2 listening instruction: Making a case for bottom-up activities | Studies in Second Language Learning and Teaching | 2016 | 30 |
| 43 | A critical review of research on strategies in learning Chinese as both a second and foreign language | Studies in Second Language Learning and Teaching | 2016 | 29 |
| 44 | Unconscious motivation. Part II: Implicit attitudes and L2 achievement | Studies in Second Language Learning and Teaching | 2016 | 29 |
| 45 | Dynamic properties of language anxiety | Studies in Second Language Learning and Teaching | 2020 | 28 |
| 46 | Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout | Studies in Second Language Learning and Teaching | 2022 | 28 |
| 47 | Affordances theory in multilingualism studies | Studies in Second Language Learning and Teaching | 2016 | 27 |
| 48 | Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroom | Studies in Second Language Learning and Teaching | 2016 | 27 |
| 49 | Conclusion: The future of research into language learning strategies | Studies in Second Language Learning and Teaching | 2018 | 27 |
| 50 | The effectiveness of visual input enhancement on the noticing and L2 development of the Spanish past tense | Studies in Second Language Learning and Teaching | 2016 | 26 |
