Teacher Motivational Practice, Student Motivation, and Possible L2 Selves: An Examination in the Iranian EFL Context

By Mostafa Papi, E. Abdollahzadeh. 2012

261 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1b3740631da01317e784e16a001e0c4f21566e75

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Citations in the corpus

A Study of the Effects of Digital Learning on Learning Motivation and Learning Outcome (2017, background): “For example, Mostafa & Esmaeel (2012) discussed the effects of learning style on learning performance of medical students, and the relationship.”
The motivational dimension of language teaching (2017, background): “More sophisticated are those studies which actually evaluate the motivational effectiveness of MotS in terms of learners’ behaviour in class and their self-reported motivation (Guilloteaux & Dörnyei 2008; Papi & Abdollahzadeh 2012; Wong 2014).”
Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context. (2016, background): “English lessons involve a teacher reading short sentences with new vocabulary words; those sentences are translated, and then the explicit grammatical rules are explained (Papi & Abdollahzadeh, 2012).”
Students' Motivation and Learning and Teachers' Motivational Strategies in English Classrooms in Thailand (2016, unknown): “…important role (Assor et al., 2005; Bernaus & Gardner, 2008; Corpus, McClintic-Gilbert, & Hayenga, 2009; Dweck, 2002; Gottfried, Fleming, & Gottfried, 2001; Jang, Kim, & Reeve, 2012; Lai & Ting, 2013; Loima & Vibulphol, 2014, 2016; Niemiec & Ryan, 2009; Papi & Abdollahzadeh, 2011; Urhahne, 2015).”
The Routledge handbook of English language teaching (2018, background): “In what follows, we focus on two areas of interest: concept-based teaching (CBT) and dynamic assessment (DA).”
Language Learning Motivation as a Complex Dynamic System: A Global Perspective of Truth, Control, and Value (2020, background): “…others from students’ initial L2 learning began to wane and be taken over by such course-related situational and experiential factors including teacher’s practice, which has been observed to be directly related to student engagement (e.g., Guil-loteaux & Dörnyei, 2008; Papi & Abdollahzadeh, 2012).”
The L2 motivational self system: A meta-analysis (2018, background): “Characteristics of studies included in the meta-analysis Study Samplesize Target language Learner level Learner gender Context Criterion measure Al Qahtani (2015) 257 English University Mixed M. East Intended effort Al-Hoorie (2016) 311 English University Male M. East Mixed Alshahrani (2016) 397 Eng”
Future selves, enjoyment and anxiety as predictors of L2 writing achievement (2021, background): “Similarly, the ideal L2 self has been found to result in willingness to communicate in a second language (e.g., Khajavy & Ghonsooly, 2017), whereas ought L2 self has been associated with low class participation (e.g., Papi & Abdollahzadeh, 2012).”