1. Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. London, UK: Lawrence Erlbaum.
2. Dörnyei, Z. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). New York: Routledge.
3. Dörnyei, Z. (2018). Motivating students and teachers. The TESOL encyclopedia of English language teaching, 1-6.
4. Dörnyei, Z., & Chan, L. (2013). Motivation and vision: An analysis of future L2 self images, sensory styles, and imagery capacity across two target languages. Language learning, 63(3), 437-462.
5. Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International journal of qualitative methods, 5(1), 80-92.
6. Fredrickson, B. L. (2013). Positive emotions broaden and build. In Advances in experimental social psychology (Vol. 47, pp. 1-53). Academic Press.
7. Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden and build theory of positive emotions. American Psychologist, 56(3), 218-226.
8. Ibrayeva, L., & Fuller, C. (2014). The L2 motivational self system among Kazakh learners of LSP. The Asian ESP Journal, 1 (2), 40-63.
9. Lantolf, J. P., & Swain, M. (2019). On the Emotion–Cognition Dialectic: A Sociocultural Response to Prior. The Modern Language Journal, 103(2), 528-530. In Classroomoriented research (pp. 19-37). Springer, Cham. Malaysian Communications and Mulltimedia Commision (2018). Internet Users Survey 2018. Retrieved: 2nd Oct,2019. https://www.mcmc.gov.my/skmmgovmy/media/General/pdf/Internet-UsersSurvey-2018.pdf
10. MacIntyre, P. D., Dörnyei, Z., Clément, R., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562.
11. MacIntyre, P., & Gregersen, T. (2012). Affect: The role of language anxiety and other emotions in language learning. In Psychology for language learning (pp. 103-118). Palgrave Macmillan, London.
12. MacIntyre, P. D., & Mercer, S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 4(2), 153-172.
13. Morehouse, R. E., & Maykut, P. (2002). Beginning qualitative research: A philosophical and practical guide. New York: Routledge.
14. Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1609406917733847.
15. Peng, J. E. (2015). L2 motivational self system, attitudes, and affect as predictors of L2 WTC: An imagined community perspective. The Asia-Pacific Education Researcher, 24(2), 433-443.
16. Peng, J. E., & Woodrow, L. (2010). Willingness to communicate in English: A model in the Chinese EFL classroom context. Language learning, 60(4), 834-876.
17. Reinders, H., & Wattana, S. (2015). Affect and willingness to communicate in digital gamebased learning. ReCALL, 27(1), 38-57.
18. Ross, A. S., & Stracke, E. (2016). Learner perceptions and experiences of pride in second language education. Australian Review of Applied Linguistics, 39(3), 272-291.
19. Swain, M. (2013). The inseparability of cognition and emotion in second language learning. Language Teaching, 46(2), 195-207.
20. Zarrinabadi, N., & Tanbakooei, N. (2016). Willingness to communicate: Rise, development, and some future directions. Language and Linguistics Compass, 10(1), 30-45.