Teaching and Researching Motivation

By V. Busse. 2011

2,096 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/ac4e72e3cc7901f80d6666da557b0e867c0f7e86

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. M. Lamb
2. Z. Dörnyei
3. Ali H. Al-Hoorie
4. D. Lasagabaster
5. E. Ushioda
6. Alastair Henry
7. Judit Kormos
8. Fakieh Alrabai

In Language and Linguistics

1. Z. Dörnyei
2. Ali H. Al-Hoorie
3. M. Lamb
4. D. Lasagabaster
5. E. Ushioda
6. Alastair Henry
7. Mostafa Papi
8. M. Pawlak

Citations in the corpus

• Inter-cultural contact and flow in a task-based Japanese EFL classroom (2017, background): “Control is a sense of power over the environment and one’s own actions, a feeling of autonomy or ‘experiencing oneself as the origin of one’s behavior’ (Dörnyei & Ushioda, 2011, p. 25).”
• Profiling Chinese university students’ motivation to learn multiple languages (2019, methodology): “−4 −1.283 prevention is used in the L2MSS to distinguish ideal L2 and ought-to L2 self (Higgins 1998; Dornyei and Ushioda 2011).”
• Motivating Students in the EFL Classroom: A Case Study of Perspectives. (2011, background): “L2 motivation was then seen as influenced by learners’ attitudes towards social perceptions of the L2 and its speakers, their interethnic contact and the resulting degree of linguistic self-confidence (Dornyei, 2001a).”
• Sixty Years of Language Motivation Research (2017, background): “This analysis builds on and expands previous efforts to understand the historical trajectory of the field (e.g., Boo, Dörnyei, & Ryan, 2015; Dörnyei, 2005; Dörnyei & Ryan, 2015; Dörnyei & Ushioda, 2011).”
• The interplay of possible language teacher selves in professional development choices (2013, background): “Email: philiphiver@igse.ac.kr second language (L2) learning motivation (see, e.g., Dörnyei & Ushioda, 2009, 2011).”
• Intercultural communicative competence: exploring English language teachers’ beliefs and practices (2011, methodology): “In designing the questions, we were mindful of good practice in questionnaire design as discussed in Dörnyei (2001) and Dörnyei (2007).”
• Learning English in the Shadows: Understanding Chinese Learners' Experiences of Private Tutoring (2015, background): “…by a recent paradigm shift in language learning and teaching research to a more qualitative, contextualized approach, which challenges its over-reliance on the survey method and decontextualized pictures of learners’ experiences and beliefs (Dörnyei & Ushioda, 2011; Gao, 2008; Yang & Kim, 2011).”
• Teacher-student relationship factor affecting motivation and academic achievement in ESL classroom (2011, background): “In line with suggestion in Dörnyei (2001), teachers are responsible for creating the basic motivational conditions, for generating and maintaining student motivation, and for encouraging positive self-evaluation.”
• Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom (2011, background): “A good illustration of such a conglomerate from motivation research is the concept of ‘interest’ (cf. Dörnyei & Ushioda 2011), which is made up of a number of motivational, cognitive and affective factors, such as the motivational pull of the subject of interest, the emotional enjoyment…”
• Listening to our learners' voices: what demotivates Japanese high school students? (2009, background): “In Table 1, a short description and the main findings of these three studies is presented; this is based on Dörnyei (2001).”
• Gaming as extramural English L2 learning and L2 proficiency among young learners* (2012, background): “As is widely agreed upon, motivation is necessary for any learning to take place, and in particular for learning an L2 (Dörnyei, 2001).”
• The impact of CLIL on affective factors and vocabulary learning (2015, background): “…globalized world, English is increasingly regarded as a ‘basic educational skill to be developed from primary level alongside literacy and numeracy’ (Dörnyei & Ushioda, 2011, p. 72), a ‘key literacy feature worldwide’ (Dalton-Puffer, 2011, p. 183) or a ‘prerequisite for individual success’…”
• Effects of prompting multiple solutions for modelling problems on students’ performance (2015, background): “A high experience of competence may be important for students’ motivation (Dörnyei 2005; Ryan and Deci 2000 ), which has a positive impact on academic outcomes (for meta-analysis cf. Hattie 2009, p. 48).”