Motivation and good language learners
By E. Ushioda. 2008
223 citations recorded by the source corpus.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/37a9caca4ce87f61dcba37f1b65b7959905ffee7
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
- Wenhong Huang
- Ali H. Al-Hoorie
- Phil Hiver
- Mariusz Kruk
- Meihua Liu
- Saerom Yun
- E. Ushioda
- Jean–Marc Dewaele
In Literature and Literary Theory
- Ali H. Al-Hoorie
- Phil Hiver
- Mariusz Kruk
- Meihua Liu
- Wenhong Huang
- Saerom Yun
- E. Ushioda
- Mostafa Papi
Citations in the corpus
- Language‐Learning Motivation During Short‐Term Study Abroad: An Activity Theory Perspective (2010, unknown): “Also beginning in the 1990s, coinciding with the cognitive revolution in motivational psychology, language-learning researchers began focusing on how students' motivated engagement in learning is shaped by their patterns of thinking, drawing on attribution theory, self-determination theory, and soci”
- Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life: the case of two advanced learners of English (2019, background): “Finally, motivation can be seen as the manifestation of students’ disposition to “engage in action, and to persist in action” (Ushioda, 2008, p. 19).”
- An Exploration of Foreign Language Anxiety and English Learning Motivation (2011, result): “Also, it is understandable that the participants were fairly motivated to learn English for various pragmatic reasons such as for a better job, more money, high marks, and personal development, as found in a range of other studies [5, 24, 28, 43, 44, 51, 52].”
- ACADEMIC BUOYANCY (2018, background): “…although motivation is critical to L2 learning success, the learning gains that students make can also be lost if they cannot sustain that motivation, remain resistant to setbacks and challenges, and overcome the pressures that are part of the ordinary course of language learning (Ushioda, 2008).”
- Why autonomy? Insights from motivation theory and research (2011, background): “…L2 motivation field, I have often drawn on insights from autonomy theory to illuminate the analysis of motivation, particularly from a socio-cultural pedagogical perspective in terms of how to foster and scaffold optimal forms of learner motivation (see for example Ushioda 1996, 2003, 2007, 2008).”