Motivation and English Achievement: An Exploratory and Confirmatory Factor Analysis of a New Measure for Chinese Students of English Learning

By Fengxia Wang. 2008

122 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0c96cbe1cf2419c6149de77ea54e77eeceecb6fc

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1. Ali H. Al-Hoorie
2. Y. Hong
3. Malini Ganapathy
4. Joseph P. Vitta
5. Phil Hiver

Citations in the corpus

• The L2 motivational self system: A meta-analysis (2018, background): “A similar picture emerges, again, from self-determination theory (Deci & Ryan, 2002), in which the less internalized forms of extrinsic motivation seem to be associated negatively with L2 achievement, but the more internalized forms are associated positively with it (e.g., Wang, 2008).”
• To Investigate ESL Students’ Instrumental and Integrative Motivation towards English Language Learning in a Chinese School in Penang: Case Study (2017, background): “This is because they have internalised their motive of learning into their self-value system, which explain why integratively motivated learners put more effort into their learning and obtain greater achievements in second language acquisition (Wang, 2008).”