Language learning at university: Exploring the role of motivational thinking

By E. Ushioda. 2001

420 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3983d4a6232e2da8703077343f33a3191aecd4ca

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Citations in the corpus

A Longitudinal Study on the Impact of CLIL on Affective Factors (2015, background): “Intrinsic motivation is a crucial motivational factor (Ushioda 2001) that refers to the enjoyment of the activity itself, in the present case, learning English.”
Willingness to Communicate in the Second Language: Understanding the Decision to Speak as a Volitional Process (2007, background): “…language learning contexts and has been captured by concepts such as international posture (Yashima, 2002), xenophilic and sociocultural orientations (Clément, Dörnyei, & Noels, 1994), acculturation processes (Schumann, 1986), and interest in the target language and people (Ushioda, 2001).”
The Changing Face of Motivation: A Study of Second Language Learners' Motivation over Time. (2011, background): “Thus a number of researchers (e.g. Lamb, 2009; Spolsky, 2000; Ushioda, 2001, 2009) advocate the use of qualitative approaches to data collection and analysis.”
The Motivational Foundation of Learning Languages Other Than Global English: Theoretical Issues and Research Directions (2017, background): “…need to replace ‘integrativeness’ with a more holistic concept, and a synthesis of Markus and Nurius’s (1986) possible self theory with four strands in L2 motivation research—by Gardner (1985), Dörnyei (1994), Noels (2001), and Ushioda (2001)—led to the formation of the L2 Motivational Self System.”
Learner Attitudes, Perceptions, and Beliefs in Language Learning (2012, background): “Three early studies, conducted by Liskin-Gasparro (1998), Williams and Burden (1999), and Ushioda (2001) provide examples of the types of research implied by this orientation.”
Relationships among Motivation Orientations, Metacognitive Awareness and Proficiency in L2 Listening. (2005, background): “This reconceptualization of motivation opened up the research agenda for investigation of relationships between motivation and other aspects of language learning behaviour commonly associated with the classroom (Crookes and Schmidt 1991; Ushioda 2001).”
Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context (2002, background): “Other researchers also saw the need for more qualitative approaches to complement the largely quantitative tradition of research on L2 motivation (Crookes & Schmidt, 1991; Dörnyei, 2001; Ushioda, 2001).”
Willingness to communicate and action control (2010, background): “For some students, the goal of language learning is to meet an educational requirement, for example to pass an examination, but for many others authentic communication is the ultimate goal (Alalou, 2001; MacIntyre et al., in press; Ushioda, 2001).”
Individual differences and their effects on formulaic sequence acquisition (2004, background): “question of motivational evolution has received some attention in L2 studies during the past few years (e.g. Dornyei, 2000, 2001; Ushioda, 2001) and con- ] ceptualising motivation as a dynamic process rather than a relatively stable learner attribute offered us the opportunity to explore the fluctua”
Motivating English learners by helping them visualise their Ideal L2 Self: lessons from two motivational programmes (2012, background): “The theory offers a synthesis of recent conceptualisations of L2 motivation (e.g. Noels 2003; Ushioda 2001) and research in personality psychology on possible selves (e.g. Markus and Nurius 1986).”
Language Learner Motivational Types: A Cluster Analysis Study (2014, background): “…(Crooks & Schmidt, 1991; D¨ornyei, 1994; Oxford & Shearin, 1994), D¨ornyei (2005) drew on Higgins’s (1987) self-discrepancy theory in mainstream social psychology and other major L2 motivation theories (e.g., Noels, 2003; Ushioda, 2001) and proposed the theory of the L2 motivational self system.”
The L2 Motivational Self System of Korean EFL Students: Cross-grade Survey Analysis (2012, background): “With a few notable exceptions (Guilloteaux & Dörnyei, 2008; Lamb, 2007; Ushioda, 2001; Williams & Burden, 1999), research is still scarce on students’ L2 motivational changes by means of individual and focus-group interviews or observations.”
The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach (2010, background): “…on theoretical paradigms from both motivational psychology (Higgins, 1987; Markus and Nurius, 1986) and L2 motivation research (e.g., Noels, 2003; Ushioda, 2001) as well as his own empirical research, Do¨rnyei (2005, 2009) proposed the L2 motivational self system as a model that has three main…”
L2 SELVES, EMOTIONS, AND MOTIVATED BEHAVIORS (2016, background): “…scope of L2 motivation by reforming and synthesizing L2 Selves, Emotions, and Motivated Behaviors 683 our previous understandings of L2 learners’ motivation (e.g., Noels, 2003; Ushioda, 2001) within theories of possible selves in mainstream psychology (e.g., Higgins, 1987; Markus & Nurius, 1986).”