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Language learning at university: Exploring the role of motivational thinking
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Language learning at university: Exploring the role of motivational thinking (2001)Language learning at university: Explorin…The relationship between English language learners’ motivation and online self-regulation: A structural equation modelling approach (2018)The relationship between Engl…A Longitudinal Study on the Impact of CLIL on Affective Factors (2015)A Longitudinal Study on the I…Native/non-native speaker interactions through video-web communication: a clue for enhancing motivation? (2011)Native/non-native speaker int…Motivating English learners by helping them visualise their Ideal L2 Self: lessons from two motivational programmes (2011)Motivating English learners b…Identity, Motivation and Autonomy in Language Learning (2011)Identity, Motivation and Auto…Continuum Companion to Research Methods in Applied Linguistics (2011)Continuum Companion to Resear…Willingness to communicate and action control (2010)Willingness to communicate an…The Relationship Among Motivation, Interaction, and the Development of Second Language Oral Proficiency in a Study‐Abroad Context (2010)The Relationship Among Motiva…The Dynamics of Language Learning Attitudes and Motivation: Lessons From an Interview Study of Dyslexic Language Learners (2010)The Dynamics of Language Lear…Demotivation: Affective states and learning outcomes (2009)Demotivation: Affective state…Toward a Model of Motivated Vocabulary Learning: A Structural Equation Modeling Approach (2008)Toward a Model of Motivated V…The Impact of School on EFL Learning Motivation: An Indonesian Case Study (2007)The Impact of School on EFL L…Motivation and gender in the Japanese EFL classroom (2006)Motivation and gender in the …Journal of Institutional Research (2006)Journal of Institutional Rese…Pragmalinguistic Awareness: Is it Related to Motivation and Proficiency? (2005)Pragmalinguistic Awareness: I…Individual differences and their effects on formulaic sequence acquisition (2004)Individual differences and th…Self-efficacy: Toward a unifying theory of behavioral change. (1977)The Reflective Practitioner: How Professionals Think in Action (1985)Communities of practice learning, meaning, and identity (1999)Affect and willingness to communicate in digital game-based learning (2014)Beyond Global English: Motivation to Learn Languages in a Multicultural World: Introduction to the Special Issue (2017)Research tasks on identity in language learning and teaching (2017)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Intrinsic Motivation and Self-Determination in Human Behavior (1988)Perceived Self-Efficacy in Cognitive Development and Functioning (1993)The effect of personality traits on academic performance: The mediating role of academic motivation (2012)The Gender Gap in Second Language Acquisition: Gender Differences in the Acquisition of Dutch among Immigrants from 88 Countries with 49 Mother Tongues (2015)What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment (2019)Motivational Strategies in the Language Classroom (2001)The Psychology of the Language Learner: Individual Differences in Second Language Acquisition (2005)Teaching and Researching: Motivation (2013)Examining EFL vocabulary learning motivation in a demotivating learning environment (2017)Free from demotivation in EFL writing: the use of online flipped writing instruction (2019)Contributions of (de)motivation, engagement, and anxiety to English listening and speaking (2020)Alternative Ways of Assessing Model Fit (1992)Testing Structural Equation Models. 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(2000)‘You don't have like an identity … you are just lost in a crowd’: Forming a Student Identity in the First-year Transition to University (2007)Geography of College Opportunity (2016)The “World Café” as a Participatory Method for Collecting Qualitative Data (2020)HOW DO LEARNERS PERCEIVE INTERACTIONAL FEEDBACK? (2000)A comparison of EFL teachers’ and students’ attitudes to oral corrective feedback (2016)The impact of a professional development program on EFL teachers’ beliefs about corrective feedback (2020)Understanding university teachers’ beliefs and practice in using English as a medium of instruction (2020)Evaluating Structural Equation Models with Unobservable Variables and Measurement Error (1981)Self-discrepancy: A theory relating self and affect. (1987)Attaining Self-Regulation (2000)Exploring the role of online EFL learners’ perceived social support in their learning engagement: a structural equation model (2020)Modeling students’ perceptions of artificial intelligence assisted language learning (2023)Unpacking the role of motivation and enjoyment in AI-mediated informal digital learning of English (AI-IDLE): A mixed-method investigation in the Chinese context (2024)
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  • 2008Toward a Model of Motivated Vocabulary Learning: A Structural Equation Modeling Approach307 cited
  • 2006Journal of Institutional Research293 cited
  • 2009Demotivation: Affective states and learning outcomes273 cited
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  • 2011Continuum Companion to Research Methods in Applied Linguistics215 cited
  • 2007The Impact of School on EFL Learning Motivation: An Indonesian Case Study207 cited
  • 2011Identity, Motivation and Autonomy in Language Learning203 cited
  • 2018The relationship between English language learners’ motivation and online self-regulation: A structural equation modelling approach173 cited
  • 2006Motivation and gender in the Japanese EFL classroom168 cited
  • 2005Pragmalinguistic Awareness: Is it Related to Motivation and Proficiency?158 cited
  • 2015A Longitudinal Study on the Impact of CLIL on Affective Factors154 cited
  • 2011Motivating English learners by helping them visualise their Ideal L2 Self: lessons from two motivational programmes134 cited
  • 2011Native/non-native speaker interactions through video-web communication: a clue for enhancing motivation?

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124 cited
  • 2004Individual differences and their effects on formulaic sequence acquisition112 cited
  • 2010The Dynamics of Language Learning Attitudes and Motivation: Lessons From an Interview Study of Dyslexic Language Learners107 cited