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Abstract
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Research on emotion and its relationship with learning has grown substantially in recent years (e.g.
Chang and Tsai 2022; Hill et al. 2021; Tan et al. 2021), highlighting the importance of emotional competencies
in learners’ engagement and success. The vital role of emotions is particularly prominent in
a second/foreign language (L2/FL) learning context, as affective dimensions such as anxiety (e.g.
Bashori et al. 2020), boredom (e.g. Kruk, 2022), enjoyment (e.g. Dewaele and MacIntyre 2014),
flow (e.g. Abdolrezapour and Ghanbari 2022), motivation (e.g. Jiang and Papi 2022), and self-regulation
(e.g. Abdolrezapour and Ghanbari, 2021), are shown to shape both teachers’ practices and students’
learning outcomes.
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