Creating a Motivating Classroom Environment

By Z. Dörnyei. Second Handbook of English Language Teaching, 2019

244 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/d4e94b2ad3f07b6d3846b65d469984b32601f1a9

How researchers see this paper

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

In Developmental and Educational Psychology

1. K. Rajagopalan
2. C. Thorsen
3. M. Lamb
4. Alastair Henry
5. Z. Dörnyei
6. Letty Chan
7. C. Cliffordson
8. Ali H. Al-Hoorie

In Language and Linguistics

1. Alastair Henry
2. M. Lamb
3. C. Thorsen
4. K. Rajagopalan
5. Z. Dörnyei
6. D. Lasagabaster
7. Ali H. Al-Hoorie
8. Mostafa Papi

Citations in the corpus

• The motivational dimension of language teaching (2017, methodology): “The most straightforward type of study samples the views of teachers on the relative importance and frequency of use of given MotS (e.g. Cheng & Dörnyei 2007; also see Guilloteaux 2013).”
• 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).”
• Disaffection and agentic engagement: ‘Redesigning’ activities to enable authentic self-expression (2018, background): “Not infrequently, engagement was characterized by flow-like qualities (Shernoff et al., 2016), and in some cases had the characteristics of a directed motivational current (Dörnyei & Muir, 2019).”