Motivating Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation

By Marie-José Guilloteaux, Z. Dörnyei. 2008

710 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/bfb6c05532435fbd6cc7e3f9a2af1a4a0da02659

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Citations in the corpus

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 Role of Teachers in Task-Based Language Education (2016, background): “A study by Guilloteaux and Dörnyei (2008), involving 40 English as a second language classes and more than 1,300 students empirically corroborated that student motivation is related to teachers’ motivational practices, and is, at the same time, correlated with student achievement.”
MOTIVATION AND ACHIEVEMENT: IS THERE AN EAST ASIAN MODEL? (2011, positive): “It is believed that motivation provides the primary impetus to initiate learning and later the driving force to sustain the learning (e.g. Guilloteaux & Dörnyei, 2008; Wang, 2008).”
Free from demotivation in EFL writing: the use of online flipped writing instruction (2020, background): “Motivation is therefore the most essential variable in predicting language learning outcomes (D€ornyei, 2005; Moskovsky & Alrabai, 2009; Sugita & Takeuchi, 2010) and in overcoming undesirable learning conditions in language learning (Guilloteaux & D€ornyei, 2008).”
Teacher Motivational Practice, Student Motivation, and Possible L2 Selves: An Examination in the Iranian EFL Context (2012, methodology): “In order to document the teachers’ motivational practice and the students’ motivated behavior, the MOLT was utilized (for the original instrument, see Guilloteaux & D¨ornyei, 2008.).”
The motivational dimension of language teaching (2017, background): “especially when faced with cognitive challenges (Ryan & Mercer 2012). Experiment in Lou & Noels (2016) shows adult learners primed”
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).”