Intrinsic motivation and young language learners: the impact of the classroom environment

By Xinyi Wu. 2003

203 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7ec6da87b6dd66e9ad52264e926b57524701a6da

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In Developmental and Educational Psychology

In Language and Linguistics

In Social Psychology

Citations in the corpus

Parental factors in children’s motivation for learning English: a case in China (2015, methodology): “In constructing the items, we consulted a number of previous studies, including Butler and Lee (2006), Carreira (2006, 2012), Cheung and Pomerantz (2012), and Wu (2003).3 The items were pilot tested with elementary school students in two other sites in China.”
A motivational process model explaining L2 Saudi students’ achievement of English (2019, unknown): “…shown that learners' BPN are associated with motivation relating to language learning behaviours (Alrabai, 2017; Hiromori, 2003; Noels, 2001, 2013; Wu, 2003), few studies have illustrated the mediational mechanism of how BPN might facilitate learners ’ L2 motivation and eventually, L2 achievement.”
THE DEVELOPMENT OF SELF-DETERMINATION ACROSS THE LANGUAGE COURSE (2019, background): “…been associated with more self-determined motivational orientations, including identified, integrated, and intrinsic motivations (Carreira, 2012; Chaffee et al., 2014; Noels, 2001a, 2001b; Noels, Clément, & Pelletier, 1999; Noels, Pelletier, Clément, & Vallerand, 2000; Tanaka, 2009; Wu, 2003).”
Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context. (2016, result): “This finding is in line with previous studies, which showed that the classroom environment affects communication confidence (Peng & Woodrow, 2010), anxiety (Wu, 2003), and perceived competence (Palacios, 1998).”
The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement (2018, background): “Enjoying FL learning signifies a strong intrinsic motivation to approach FL learning, as Wu (2003) put forward, namely, ‘L2 intrinsic motivation involves enjoyment of learning a second or foreign language for its own sake’ (502).”
The Impact of Motivation on English Language Learning (2016, background): “There should be some sort of enjoyment while learning in order to be motivated to continue studying the L2 (Wu, 2003).”
A Review of Intrinsic and Extrinsic Motivations of ESL Learners (2015, background): “Knowledge can be defined as motivation for learning L2, exploring new ideas and developing knowledge while accomplishment refers to the attempt to master a task or to achieve a goal [14].”
BASIC PSYCHOLOGICAL NEEDS, MOTIVATIONAL ORIENTATIONS, EFFORT, AND VOCABULARY KNOWLEDGE (2021, background): “Language learners whose BPN are satisfied are more likely to exhibit autonomous motivation and less likely to act on controlled motivation (Alamer & Lee, 2019; Noels, 2001; Noels et al., 1999, 2019; Oga-Baldwin et al., 2017; Wu, 2003).”