Examining EFL vocabulary learning motivation in a demotivating learning environment

By Mitsuko Tanaka. 2017

99 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/1ddd580f88bc07f4f3ea8650432009192595739a

How researchers see this paper

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

In Developmental and Educational Psychology

1. Maya Sugita McEown
2. W. Oga-Baldwin
3. Jie-Chi Yang
4. W. Wu
5. Tosh Yamamoto
6. Jun Scott Chen Hsieh

In Language and Linguistics

1. Maya Sugita McEown
2. W. Oga-Baldwin
3. Jie-Chi Yang
4. W. Wu
5. Tosh Yamamoto
6. Jun Scott Chen Hsieh

In Literature and Literary Theory

1. Maya Sugita McEown
2. W. Oga-Baldwin
3. Jie-Chi Yang
4. W. Wu
5. Tosh Yamamoto
6. Jun Scott Chen Hsieh

Citations in the corpus

• Free from demotivation in EFL writing: the use of online flipped writing instruction (2020, background): “Therefore, how to empower students with grit in learning that enables them to persevere while facing obstacles and to attain success has been a vital issue (Jahedizadeh, Ghanizadeh, & Ghonsooly, 2016; Tanaka, 2017).”
• Self-determination for all language learners: New applications for formal language education (2019, background): “…have been quitewell-established in the realm of language learning (Agawa & Takeuchi, 2016; Hiromori, 2003; Maekawa & Yashima, 2012; Otoshi, J., & Heffernan, N., 2011, Tanaka, 2017a, 2017b, pp. 130e138) since Noels’ initial application of this theory to applied linguistics (Noels et al., 1999).”