Group Dynamics in the Language Classroom: How groups develop

By Z. Dörnyei, T. Murphey. 2003

106 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1d61ab9f1d7ca4660681a959f64756d5ffec5cfa

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Citations in the corpus

Motivational Currents in Language Learning: Frameworks for Focused Interventions (2015, background): “…need to develop a project-based mindset and to ensure the requisite classroom conditions with respect to appropriate classroom dynamics, based on Dörnyei and Murphy (2003), the provision of adequate support structures and facilities (e.g., various resources), the selection of clear and engaging…”
The motivational dimension of language teaching (2017, background): “Assisted by authoritative works on positive group dynamics (Dörnyei & Murphey 2003; Dörnyei 2007), researchers have recently focused on whether and how teachers can motivate learners through deliberately fostering positive relationships in class.”
Foreign language enjoyment and anxiety: The effect of teacher and learner variables (2018, unknown): “…and creating an emotionally safe classroom environment where linguistic experimenting is encouraged (Arnold, 1999; Baider, Cislaru, & Coffey, 2015; Borg, 2006; Dewaele, 2015; Dörnyei & Csizér, 1998; Dörnyei & Murphy, 2003; Gregersen & MacIntyre, 2014; Williams, Burden, Poulet, & Maun, 2004).”
Individual Differences: Interplay of Learner Characteristics and Learning Environment (2009, unknown): “1, December 2009, pp. 230–248 dynamics of language learning and teaching (e.g., Dörnyei & Murphey, 2003; Ehrman & Dörnyei, 1998), sociocultural theory (e.g., Lantolf & Thorne, 2006), and language socialization (e.g., Schieffelin & Ochs, 1986; Watson-Gegeo, 2004; Zuengler & Cole, 2005).”
The Anatomy of Directed Motivational Currents: Exploring Intense and Enduring Periods of L2 Motivation (2015, background): “While rarely explored in SLA research (although see Dörnyei & Murphey, 2003), in other fields, most notably organizational psychology, motivational research tends to be centred on group dynamics and processes at the group level.”