Language Learning Motivation in China: Results of a Large-Scale Stratified Survey

By C. You, Z. Dörnyei. 2016

347 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/02282a4bf3f8e2c8a429b1b3085d6815c8de9f52

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Somayeh Tahmouresi
2. Yongyan Zheng
3. Xiuchuan Lu
4. W. Ren
5. Mostafa Papi
6. Wei Wang
7. Ju Zhan
8. Y. Teimouri

In Literature and Literary Theory

1. Somayeh Tahmouresi
2. W. Ren
3. Yongyan Zheng
4. Xiuchuan Lu
5. Mostafa Papi
6. Wei Wang
7. Ju Zhan
8. Y. Teimouri

Citations in the corpus

• Future selves, enjoyment and anxiety as predictors of L2 writing achievement (2021, background): “…2009; Papi et al., 2019; Teimouri, 2017) and have been shown to contribute to different levels of motivated behavior, with the ideal self being the stronger predictor especially in foreign language contexts (e.g., D ¨ ornyei & Chan, 2013; Taguchi et al., 2009; Papi, 2010; You & D ¨ ornyei, 2016).”
• The Relationship between English Language Learner Characteristics and Online Self-regulation: A Structural Equation Modeling Approach (2020, methodology): “Online English Learning Motivation Online English learning motivation was assessed by the Chinese EFL Learners’ Motivational Self-System Questionnaire, a foreign language learning measure developed by You and Dörnyei [15] and Zheng et al. [32].”
• Profiling Chinese university students’ motivation to learn multiple languages (2019, background): “Previous research on L2 motivation has highlighted the facilitating role of international posture in non-Anglophone learners’ L2 English motivation (Lamb 2004, 2009; Kormos and Csizér 2008; Yashima 2009).”
• Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System (2019, neutral): “(You & Dörnyei, 2016, p. 512) In You, Dörnyei, and Csizér (2016), we further interrogated the same Chinese dataset by breaking it down to many different subsamples that were formed through the permutation of factors such as gender, degree of development of visionary skills and different learning…”
• Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction (2021, result): “Consistent with past studies (e.g., D’Ailly, 2003; You & Dörnyei, 2016), autonomous motivation and controlled motivation are not significantly negatively correlated in collectivist countries like South Korea for both teachers and students (see Table 2), which can help explain these nonsignificant…”