The Use of Motivational Strategies in Language Instruction: The Case of EFL Teaching in Taiwan

By Hsing-Fu Cheng, Z. Dörnyei. 2007

522 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c3c1dbc48b892381747e56ef0ecc6cb3c35b1f40

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Citations in the corpus

Motivating English learners by helping them visualise their Ideal L2 Self: lessons from two motivational programmes (2012, background): “Chang 2010 ; Cheng and Dornyei 2007 ; Dornyei and Csizer 1998 ; Guilloteaux and Dornyei 2008 ; Oxford and Shearin 1994 ), with Zoltan Dornyei's ( 2001 ) book offering the most comprehensive summary of L2 (second language) motivational strategies to date.”
Teacher Motivational Practice, Student Motivation, and Possible L2 Selves: An Examination in the Iranian EFL Context (2012, background): “Arguing that there is no reason to assume the ten commandments as absolutely valid in any cultural, ethnolinguistic, and institutional setting, Cheng and D¨ornyei (2007) conducted a similar follow-up study in a different socioeducational context—Taiwan.”
The Effects of Teachers’ In-Class Motivational Intervention on Learners’ EFL Achievement (2016, methodology): “The finding further validates what has been empirically established by many experimental studies (e.g. Dörnyei and Csizér 1998; Chambers 1999; Cheng and Dörnyei 2007; Alrabai 2011), such that effective teacher behaviour regarding motivation should be viewed as the starting point to improve…”
The Effects of Teachers’ Motivational Strategies on Learners’ Motivation: A Controlled Investigation of Second Language Acquisition (2013, result): “This survey was to a large degree a replication of Dörnyei and Csizér (1998) and Cheng and Dörnyei (2007). It used essentially the same set of motivational strategies1 and produced results that are consistent with the earlier studies.”
A Study on the Intrinsic Motivation Factors in Second Language Learning Among Selected Freshman Students (2010, unknown): “…various influential theories that were already prevalent in mainstream psychology (e.g. goal theories and attribution theory); and (3) focusing on situational factors relevant to classroom application (e.g. characteristics of the language course and language teacher) (Cheng & Dornyei, 2007).”
A motivational process model explaining L2 Saudi students’ achievement of English (2019, unknown): “…BPN, SDT, GO, ME) into one framework in spite of thirty years of history of research demonstrating the relevance of each of these theories in the second language learning achievement (Alamer et al., 2017; Cheng & D € ornyei, 2007; D € ornyei, 2001; Gardner, 2007; McEown et al., 2014; Oxford, 1994).”
Motivating Students in the EFL Classroom: A Case Study of Perspectives. (2011, background): “Motivation, then, seems to be an important point in our role in helping students to learn the language (Lightbown & Spada, 1993; Dornyei & Csizer, 1998; Cheng & Dornyei, 2007; Dornyei, 2006).”
Students' Motivation and Learning and Teachers' Motivational Strategies in English Classrooms in Thailand (2016, background): “…to investigate motivation (e.g. Chumcharoensuk, 2013; Inngam & Eamoraphan, 2014; Kitjaroonchai, 2012; Wimolmas, 2013) and teachers’ motivational strategies (e.g., Bernaus & Gardner, 2008; Bernaus, Wilson, & Gardner, 2008; Cheng & Dörnyei, 2007; Dörnyei & Csiźer, 1998; Wang & Vibulphol, 2015).”
The Routledge handbook of English language teaching (2018, background): “In what follows, we focus on two areas of interest: concept-based teaching (CBT) and dynamic assessment (DA).”