What can teachers do to motivate their students? A classroom research on motivational strategy use in the Japanese EFL context

100 citations recorded by the source corpus.

How researchers see this paper

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

The motivational dimension of language teaching (2017, background): “The clarity and comprehensiveness of Dörnyei’s MotS framework attracted researchers to validate it empirically, first his own doctoral students (Cheng & Dörnyei 2007; Guilloteaux & Dörnyei 2008) and then those beyond his immediate orbit (e.g. Sugita & Takeuchi 2010).”
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).”
Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context (2014, unknown): “In observational studies examining the effectiveness of such motivational strategies on student motivation, Guilloteaux and D€ornyei (2008), Sugita and Takeuchi (2010), Sugita McEown and Takeuchi (2014) found some significant positive correlations between teachers' motivational strategy use and the…”