Acceso usuarios
págs. 7-8
Does multilingualism affect foreign language classroom anxiety and foreign language enjoyment?
Jean-Marc Dewaele 
, María Sanz Ferrer, Iman Kamal Ahmed, Alfaf Albakistani
págs. 13-29
The relationship of emotions, motivation and language learning autonomy: : Differences in Hungarian secondary schools
Kata Csizér , Ágnes Albert
págs. 31-47
Metamotivation: Self-regulating task–motivation fit
Ali H. Al-hoorie
págs. 49-67
Growth mindset and ideal L2 self as predictors of student engagement in EFL students: The mediating role of L2 grit
Ali Derakhshan, Jalil Fathi
págs. 69-91
Examining predictive effects of general grit and L2 grit on motivated behavior: The mediating effect of self-perceived proficiency
Miroslaw Pawlak, Li Chengchen, Joanna Zawodniak, Mariusz Kruk
págs. 93-112
Teacher well-being matters: The case of students’ motivation on their own perceptions of native and non-native English speaker teachers
Liwei Deng, Lawrence Jun Zhang, Naashia Mohamed
págs. 113-133
Transnational English language teacher wellbeing: An ecological perspective
Karim Sadeghi, Roghayeh Pourbahram
págs. 135-152
Do well-being and emotion regulation predict L2-teacher grit?
Mehdi Solhi, Büşra Ünsal Görkemoğlu, Mostafa Azari Noughabi, Derin Atay
págs. 153-171
The interplay of teacher resilience and professional development: The case of two beginning EFL teachers in South Korea
Youngmi Kim, Tae Young Kim
págs. 173-192
Hanwei Wu, Yunsong Wang, Yongliang Wang
págs. 193-213
págs. 214-215
