Motivation as a socially mediated process

By E. Ushioda. 2003

220 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1bc737315e9fa46abcdb5d72c65624dc0875a569

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Citations in the corpus

Motivation of UK school pupils towards foreign languages: a large-scale survey at Key Stage 3 (2007, unknown): “Motivation can be seen as a dynamic interaction between the learner and a complex system of social relations, cultural contexts and learning environments (Dörnyei & Ottó, 1998; Ushioda, 2003, 2007).”
The dynamic nature of motivation in language learning: A classroom perspective (2012, methodology): “…link between motivation and group dynamics (e.g., Dörnyei, 2001; Ushioda, 2003), identifying the causes and symptoms of demotivation (e.g., Nikolov, 2001), examining motivational self-regulation (e.g., Ushioda, 2003), or adopting a neurobiological perspective on motivation (Schumann, 1998, 2001).”
Language Learners' Motivational Profiles and Their Motivated Learning Behavior. (2005, background): “Clément, R., Dörnyei, Z., & Noels, K. A. (1994).”
Identity, motivation and autonomy in language learning (2011, background): “In this connection, involving students in making relevant choices and decisions about their learning may facilitate this process of alignment towards culturally valued adaptive values and identities (Ryan et al., 1992; Ushioda, 2003).”
Language learning motivation through a small lens: A research agenda (2016, background): “As a socially mediated process (Ushioda 2003), motivation may well evolve (in positive or negative ways) through interactions among learners themselves as they work together on a task.”
Group Processes and EFL Learners' Motivation: A Study of Group Dynamics in EFL Classrooms (2010, background): “" It appeared that since most learning situations, especially in classrooms, take place in groups, the interactions learners have with their teachers and classmates are bound to have a significant effect on them (Ushioda, 2003).”
Language Motivation in a Reconfigured Europe: Access, Identity, Autonomy (2006, background): “This dynamic interdependence may be largely positive in supportive social or pedagogical settings, leading to the healthy growth and co-construction of individual motivation (for detailed discussion, see Ushioda, 2003b).”
Why autonomy? Insights from motivation theory and research (2011, background): “My purpose here is just to remind ourselves of already existing theoretical links between motivation and autonomy and clarify some of their features, but I will not discuss these connections in depth in this paper (for more detailed analyses, see Ushioda 2003, 2007).”
Emotions in SLA: New Insights From Collaborative Learning for an EFL Classroom (2010, background): “guage learning and outcomes (Ushioda, 2003).”
Self‐Regulatory Strategies and Agency in Self‐Instructed Language Learning: A Situated View (2009, background): “They were able to step outside their feelings, thoughts, and beliefs and redi rect their thinking processes in ways that helped to regulate their emotions and their motivation (McCombs, 1994; Ushioda, 2003).”
Language learning motivation, self and identity: current theoretical perspectives (2011, background): “4), and thus develop more strongly internally regulated motivation (Ushioda, 2003).”
Profiling Chinese university students’ motivation to learn multiple languages (2019, background): “The idea of language motivation as a socially mediated phenomenon (Ushioda 2003) is not entirely new, but the social context is unintentionally treated as an external variable, whereas few attempts have been made to integrate it as a component of the motivational self system (except Lanvers [2016,…”
Examining the relationship between English language learners’ online self-regulation and their self-efficacy (2017, unknown): “Research has shown that, in a supportive learning environment, language learners’ self-confidence and motivation to interact grows (Ushioda, 2003), and they are less likely to give up learning (Noels et al.”