The impact of school on EFL learning motivation: an Indonesian case study

By M. Lamb. 2007

226 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/6d0a05bc0618f593f330c7c9524c02d219cf0a83

How researchers see this paper

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

In Experimental and Cognitive Psychology

1. D. Lasagabaster
2. Tae-Young Kim
3. M. Gu
4. Chun Lai
5. M. Lamb

In Language and Linguistics

1. D. Lasagabaster
2. M. Lamb
3. Tae-Young Kim
4. Chun Lai
5. M. Gu
6. Ali H. Al-Hoorie
7. A. Doiz
8. E. Ushioda

In Literature and Literary Theory

1. D. Lasagabaster
2. M. Lamb
3. Tae-Young Kim
4. M. Gu
5. Chun Lai
6. Ali H. Al-Hoorie
7. A. Doiz
8. Z. Dörnyei

Citations in the corpus

• Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level (2018, background): “Studies undertaken in countries such as Hungary (Csizér & Lukács 2010), Indonesia (Lamb 2007), China, Iran and Japan (Taguchi, Magid & Papi 2009) indicate that the ideal L2 self significantly affects a learner’s L2 motivation.”
• Self-regulated out-of-class language learning with technology (2011, background): “…extra language learning resources and opportunities, such as: shaping a positive learner identity and hence maintaining motivation for learning (Lamb, 2007), providing learners with a friendly and supportive learning community and offering learners a place for self-expression and for enhancing…”
• The relationship between motivation, gender, L1 and possible selves in English-medium instruction (2016, background): “…teaching of English and the rapid spread of EMI programmes is due to the importance attached by students’ significant others (teachers, parents and peers), but especially by ‘parents who make it clear to them that they ought to learn English’, as is the case in other contexts (Lamb, 2007, p. 772).”
• The L2 Motivational Self System of Korean EFL Students: Cross-grade Survey Analysis (2012, background): “For example, Lamb (2007), while investigating Indonesian junior high school students, argued that developments in mass media and the Internet positively affected the Indonesian students’ maintenance of their ideal L2 selves.”
• Situating the L2 Self: Two Indonesian school learners of English (2009, result): “Broadly speaking, the survey results demonstrated very high levels of motivation in the school year cohort (Lamb, 2007).”