Motivators That Do Not Motivate: The Case of Chinese EFL Learners and the Influence of Culture on Motivation
By Judy F. Chen, Clyde A. Warden, Huo-Tsan Chang. 2005
363 citations recorded by the source corpus.
Subfields: Communication, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/bd05e60dc166a1534dd25eac549a6fcf7e14a246
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Communication
In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- The Routledge handbook of English language teaching (2018, background): “Languages such as English or Spanish, as well as any other symbolic system (such as mathematics and music), are symbolic cultural artefacts; they are both content and tools for thinking processes in human beings.”
- Second Language Orientation and Self-Determination Theory (2008, neutral): “Another recent SEM study with 567 Chinese EFL learners found that integrative orientation made no direct or indirect influences on the Chinese learners’ self-evaluated English skills ( Chen, Warden, & Chang, 2005 ).”
- Reading motivation and reading comprehension in Chinese and English among bilingual students (2011, background): “For example, self-efficacy was included in studies of reading and motivation among those studying a first language by Lau (2004) and Wang and Guthrie (2004) but not included in a study of EFL reading and motivation by Chen et al. (2005) .”