Jean-Marc Dewaele

Emeritus Professor

Birkbeck University of London

United Kingdom

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Jean-Marc Dewaele is an Emeritus Professor at Birkbeck University of London, UK. His research primarily focuses on learner autonomy, emotions in language learning, and the impact of classroom environments on communication willingness. Recent articles explore themes such as emotional intelligence, the relationship between language acquisition and personality, as well as the effects of teaching modalities on foreign language enjoyment.

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2025

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2022

Collaborators (8)

Anna Marie Holand

Nord University

NORWAY

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Rachid Meftah

Assistant Lecturer

University of Leeds

UNITED KINGDOM

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Mariusz Kruk

University of Zielona Góra

POLAND

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Jozefien De Leersnyder

Research Professor

KU Leuven

BELGIUM

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Peter Neff

Associate Professor

Doshisha University

JAPAN

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Samuel Greiff

LUXEMBOURG

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Florentina Halimi

KUWAIT

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Eva Knechtelsdorfer

AUSTRIA

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Jean-Marc Dewaele

Research Interests

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Articles (20)

The emotional profiles of self-perceived ‘good’ foreign language learners

A Tangled Web: Learner Autonomy as a Predictor of Learner Emotions, Willingness to Communicate and Academic Achievement in Online Language Learning

How trait emotional intelligence and emotions shape learners’ self-perceptions in the target language

The complex relationship between number of languages spoken and individuals’ personality, self-esteem and ideology

How the Effects of Foreign Language Enjoyment, Anxiety, Boredom and Peace of Mind on Attitude/Motivation Change With Skill Level, Academic Achievement and Age: A Moderated Mediation Model

Do bilinguals have an emotional advantage? An exploratory study on the interplay of language, culture and emotion

The light side of darkness?

System's 50th anniversary special issue in conversation with professor Jean-Marc Dewaele

Anxiety and enjoyment among young teenagers learning English as a foreign language outdoors: a mixed-methods study

How frequency and intensity of exposure to a foreign language boosts its emotional resonance

Does the Complementarity Principle apply to inner speech? A mixed-methods study on multilingual Chinese university students in the UK

Intellectual humility and language attitudes: the case of Hebrew speakers’ views towards Arabic and multilingualism

Differences in the Intensity and the Nature of Foreign Language Anxiety in In‐person and Online EFL Classes during the Pandemic: A Mixed‐Methods Study

Humor strategies in the foreign language class

Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe

The Trajectory of English Foreign Learners’ Emotions and Motivation from the Start to the End of their Learning Journey: A Pseudo-Longitudinal Investigation

Sources and effects of foreign language enjoyment, anxiety, and boredom: A structural equation modeling approach

How teaching modality affects Foreign Language Enjoyment: a comparison of in-person and online English as a Foreign Language classes

Classroom environment and willingness to communicate in English: The mediating role of emotions experienced by university students in China

How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation

Collaborators (8)

Anna Marie Holand

Rachid Meftah

Mariusz Kruk

Jozefien De Leersnyder

Peter Neff

Samuel Greiff

Florentina Halimi

Eva Knechtelsdorfer

Make your next move.