1. Dewaele, J. M., & MacIntyre, P. D. (2019). *The predictive power of multicultural personality traits, learner and teacher variables on foreign language enjoyment and anxiety in classrooms*. International Journal of Bilingual Education and Bilingualism, 22(1), 38-53.
**Summary:** This study examines how personality traits and classroom variables influence foreign language enjoyment and anxiety among teenage learners. The authors found that student-centered classrooms and positive teacher attitudes were associated with increased enjoyment and reduced anxiety in language learning.
2. Li, C., Jiang, G., & Dewaele, J. M. (2018). *Understanding Chinese high school students' foreign language enjoyment: Validation of the Chinese version of the Foreign Language Enjoyment Scale*. System, 76, 183-196.
**Summary:** This research focuses on developing and validating a scale to measure foreign language enjoyment among Chinese high school students. The study highlights the importance of positive emotions in language learning and identifies key factors contributing to enjoyment in the classroom.
3. Pishghadam, R., Derakhshan, A., Zhaleh, K., & Habeb Al-Obaydi, L. (2021). *Students' willingness to attend EFL classes with respect to teachers' credibility, stroke, and success: A cross-cultural study of Iranian and Iraqi students' perceptions*. Current Psychology, 40(8), 3862-3875.
**Summary:** This cross-cultural study explores how teachers' credibility, interpersonal behavior, and success influence students' willingness to attend English classes. The findings emphasize the importance of positive teacher-student relationships and teacher competence in motivating teenage learners.
4. Sampson, R. J. (2020). *The feeling classroom: Diversity of feelings in instructed L2 learning*. Innovation in Language Learning and Teaching, 14(3), 203-217.
**Summary:** This article investigates the range of emotions experienced by teenage language learners in the classroom. The author argues for a more holistic approach to understanding learner emotions and their impact on language acquisition, suggesting strategies for creating a positive emotional climate in the classroom.
5. Teimouri, Y., Plonsky, L., & Tabandeh, F. (2020). *L2 grit: Passion and perseverance for second-language learning*. Language Teaching Research, 1362168820921895.
**Summary:** This study introduces the concept of "L2 grit" - passion and perseverance in second language learning. The authors develop and validate a scale to measure L2 grit among teenage learners, finding that it is positively associated with various language learning outcomes and motivational factors.
These references provide a comprehensive overview of recent research on psychosocial factors affecting English learning in teenage students, focusing on emotions, motivation, teacher-student relationships, and personality traits.
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