Student and teacher perceptions of motivational strategies in the foreign language classroom
By Ashley Ruesch, Jennifer Bown, Dan Dewey. 2012
91 citations recorded by the source corpus.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/1f8a94f81d416ac468283a3103f50abafac2c520
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Language and Linguistics
- M. Lamb
- Fakieh Alrabai
- Z. Dörnyei
- E. Ushioda
- Ali H. Al-Hoorie
- Abdullah Alamer
- Mostafa Papi
- D. Lasagabaster
In Literature and Literary Theory
- M. Lamb
- Fakieh Alrabai
- Z. Dörnyei
- Ali H. Al-Hoorie
- Abdullah Alamer
- D. Lasagabaster
- E. Ushioda
- Fauziah Eka Arisandy
Citations in the corpus
- The motivational dimension of language teaching (2017, background): “There is also evidence that teachers and students’ views differ; for instance, Ruesch et al. (2012) found that university students see motivational value T H E M O T I V A T I O N A L D I M E N S I O N O F L A N G U A G E T E A C H I N G 305 STAGE OF MOTIVATIONAL PROCESS EXAMPLE STRATEGIES Figure 1…”
- The Effects of Teachers’ In-Class Motivational Intervention on Learners’ EFL Achievement (2016, background): “In addition to these studies, there are other recent attempts that explored teachers’ and learners’ perceptions of motivational strategies in different EFL/ ESL (English as a second language) contexts (e.g. Alshehri 2012; Ruesch et al. 2012; Astuti 2013; Wong 2013).”