Language Learner Motivational Types: A Cluster Analysis Study

By Mostafa Papi, Y. Teimouri. 2014

183 citations recorded by the source corpus.

Subfields: Communication, Information Systems, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/b1df050b368ffbef37ee4fba04e18504cba7ae77

How researchers see this paper

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

In Communication

1. Y. Teimouri
2. Mostafa Papi
3. M. Lamb
4. L. Waller
5. Fauziah Eka Arisandy
6. E. Ozdemir
7. Phil Hiver
8. Somayeh Tahmouresi

In Information Systems

1. Mostafa Papi
2. L. Waller
3. M. Lamb
4. Fauziah Eka Arisandy
5. Y. Teimouri
6. E. Ozdemir

In Language and Linguistics

1. Mostafa Papi
2. Y. Teimouri
3. Somayeh Tahmouresi
4. Phil Hiver
5. Fauziah Eka Arisandy
6. M. Lamb
7. E. Ozdemir
8. L. Waller

Citations in the corpus

• L2 SELVES, EMOTIONS, AND MOTIVATED BEHAVIORS (2016, background): “Adopting a motivational perspective, Papi and Teimouri (2014) related facilitative and debilitative aspects of anxiety to language learners’ motivational orientations— prevention and promotion systems—arguing that anxiety fits preventionfocused learners in stimulating them to expand more vigilant…”
• Motivation and feedback: How implicit theories of intelligence predict L2 writers’ motivation and feedback orientation (2017, methodology): “We chose Dweck's theory because we subscribe to the idea that chronic motivational characteristics can result in qualitative differences in the way learners perceive and pursue a goal (Papi, 2016; Papi & Teimouri, 2014).”
• Mindsets as sources of L2 speaking anxiety and self-confidence: the case of international teaching assistants in the U.S. (2021, result): “…of our knowledge, even though a couple of studies have shown the connection between goal-related motivational constructs and L2 anxiety (Papi 2010; Papi and Teimouri 2014; Teimouri 2017), the present study is the fi rst one that employs Dweck ’ s theory to directly examine how mindsets as…”
• Language Learning Motivation as a Complex Dynamic System: A Global Perspective of Truth, Control, and Value (2020, background): “…studies in which intrinsic motivation (Noels, 2001; Noels et al., 2000) and L2 learning experience (e.g., Kormos & Csizér, 2008; Papi, 2010; Papi & Teimouri, 2012, 2014) have emerged as the most significant predictors of motivation, especially among middle school and upper secondary school…”
• The impact of online use of English on motivation to learn (2020, methodology): “It has only occasionally been used in L2 motivation research, mainly to identify ‘types’ of individuals who share particular configurations of motives (see Csiz er & D€ornyei, 2005; Papi & Teimouri, 2014).”
• Future selves, enjoyment and anxiety as predictors of L2 writing achievement (2021, background): “…studies have found the ideal L2 self to predict positive emotions like enjoyment (Papi & Khajavy 2021; Teimouri, 2017), and some have found the ought L2 self to be associated with negative emotions like anxiety (e.g., Jiang & Papi, in press; Papi, 2010; Papi & Teimouri, 2012, 2014; Teimouri, 2017).”
• SECOND LANGUAGE ANXIETY AND ACHIEVEMENT (2019, unknown): “…2017; MacIntyre & Gardner, 1994a; Young, 1986), cognitive processing (e.g., MacIntyre & Gardner, 1994a, 1994b), motivation (e.g., Papi, 2010; Papi & Teimouri, 2014; Teimouri, 2017), and willingness to communicate in a second language (L2 WTC) (e.g., Hashimoto, 2002; Khajavy, MacIntyre, &…”