The Effects of Teachers’ Motivational Strategies on Learners’ Motivation: A Controlled Investigation of Second Language Acquisition

By C. Moskovsky, Fakieh Alrabai, Stefania Paolini, S. Ratcheva. 2013

194 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/9aa852ca2d8be59d8827d6446fefc2687ad1aca1

How researchers see this paper

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

In Developmental and Educational Psychology

1. Jutarat Vibulphol
2. Y. Teimouri
3. Mostafa Papi
4. K. Rajagopalan
5. M. Lamb
6. Fakieh Alrabai

In Language and Linguistics

1. Mostafa Papi
2. Y. Teimouri
3. M. Lamb
4. K. Rajagopalan
5. Jutarat Vibulphol
6. Fakieh Alrabai
7. Ali H. Al-Hoorie
8. Z. Dörnyei

In Social Psychology

1. Y. Teimouri
2. Mostafa Papi
3. M. Lamb
4. K. Rajagopalan
5. Jutarat Vibulphol
6. Fakieh Alrabai
7. Luke Plonsky
8. Ali H. Al-Hoorie

Citations in the corpus

• Students' Motivation and Learning and Teachers' Motivational Strategies in English Classrooms in Thailand (2016, result): “These findings are consistent with those in other EFL contexts which have shown that EFL learners are aware of the importance of English but mainly driven to learn English by external, instrumental reasons (e.g. Cho, 2012; Fan & Feng, 2012; Moskovsky et al., 2013; Shams, 2008).”
• The motivational dimension of language teaching (2017, background): “Their argument has been strengthened by the subsequent quasi-experimental studies in which teachers specially trained in MotS produce positive changes in their learners’ motivation over the length of a course (Moskovsky et al. 2012) and even generate better L2 achievement, at least when compared to ”
• Language Learner Motivational Types: A Cluster Analysis Study (2014, background): “The results of this study concerning motivational learner types can also have major practical implications for language teaching and teachers’ motivational practices (see Guilloteaux & D¨ornyei, 2008; Moskovsky, Alrabai, Paolini, & Ratcheva, 2013).”
• The Routledge handbook of English language teaching (2018, background): “In what follows, we focus on two areas of interest: concept-based teaching (CBT) and dynamic assessment (DA).”
• The Effects of Teachers’ In-Class Motivational Intervention on Learners’ EFL Achievement (2016, methodology): “The initial grouping of these strategies followed those used in similar studies, including Dörnyei and Csizér (1998), Dörnyei (2001), Cheng and Dörnyei (2007), Guilloteaux and Dörnyei (2008), Anderson (2012), and Moskovsky et al. (2013).”