Motivational Strategies in the Language Classroom

By S. McDonough. 2003

481 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9d0faabe9b88136ad90e26b452cff733037e15cb

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Citations in the corpus

Self-Efficacy in Second/Foreign Language Learning Contexts. (2012, background): “…learners’ perceptions of the task (Williams & Burden, 1997), learners’ beliefs in their abilities to perform a task (Bandura, 1997) and other individualdifferences such aslearning strategies (Cohen, 1998; O’Malley & Chamot, 1990; Oxford, 1990) and motivation (Dörnyei, 2001, 2005; Gardner, 2000).”
A Review of Intrinsic and Extrinsic Motivations of ESL Learners (2015, background): “For example, Christophel and Gorham [22] found that the teacher‘s use of immediacy behaviour, which means ―the perceived physical and/or psychological closeness between people‖ [24], influences learners‘ motivation in the following way: Teacher‘s appropriate use of immediacy behaviours positively af”
Student Academic Performance: The Role of Motivation, Strategies, and Perceived Factors Hindering Liberian Junior and Senior High School Students Learning (2017, background): “Dornyei [13] argued that motivation explains why people decide to do something, how hard they are going to pursue it, and how long they are willing to sustain the activity.”
L2 motivation, anxiety and self-efficacy: The interrelationship of individual variables in the secondary school context (2013, methodology): “…usually sees motivated learning behavior as a key concept to shape students’ behavior (Dörnyei & Ushioda, 2011) and, therefore, teachers are constantly reminded to enhance students’ intended learning behavior (Dörnyei, 2001), it seems that there are several intervention points in the process.”
Goal Setting and Student Achievement: A Longitudinal Study (2012, background): “…necessarily improve achievement (Schunk, 2003), that a number of important factors contribute to improved performance, such as high-quality goals (Dörnyei, 2001; West & Thorn, 2001), setting one’s own goals (Azevedo et al., 2002; Griffee & Templi, 1997), teacher- and student-agreed-upon…”
Motivation of UK school pupils towards foreign languages: a large-scale survey at Key Stage 3 (2007, unknown): “…there is often no real communicative need, the instructional goals and materials tend to emphasize grammatical competence and, finally, it is less likely that learners experience the desire for cultural integration (Clément et al., 1994; Dörnyei, 1990, 1994, 2001a; Dörnyei & Skehan, 2003).”
Japanese learners' demotivation to study English: a survey study (2009, methodology): “For example, the factor of Inadequate School Facilities in Dörnyei (2001a) referred to class size or allotments of teachers whereas the factor of Inadequate School Facilities in this study is related only to multimedia learning environments.”