Intrinsic, Extrinsic, and Integrative Orientations of French Canadian Learners of English.

By Kimberly A. Noels, R. Clément, L. Pelletier. 2001

353 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/d5cbe44025296724c15154b9eafcbad023ddd0c8

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Citations in the corpus

Relationships among Motivation Orientations, Metacognitive Awareness and Proficiency in L2 Listening. (2005, background): “Of the two studies by Noels and her associates that examined the relationship, among others, between the motivational orientations and achievement (Noels, Clément, and Pelletier 1999, 2001), the correlation between IM and the final course grade was low and significant (.29) only in the 2001 study.”
Academic Achievement, Academic Self-Concept, and Academic Motivation of Immigrant Adolescents in the Greater Toronto Area Secondary Schools (2008, background): “sistence with learning a second language (Noels et al., 2001), and”
Shifting motivational discourses among mainland Chinese students in an English medium tertiary institution in Hong Kong: a longitudinal inquiry (2008, background): “2000 ; Noels, Clement, and Pelletier 2001 ), it seems necessary to have an understanding of Chinese students’ language learning experiences abroad, especially their motivation, which ‘gives rise to … sustained intellectual and/or physical effort’ in the language learning process (Williams and Burde”
A motivational model of persistence in science education: A self-determination theory approach (2007, background): “These findings are in line with past research (Guay & Vallerand, 1997; Miserandino, 1996; Noels, Clement, & Pelletier, 2001 ).”
Willingness to Communicate in an L2 and Integrative Motivation among College Students in an Intensive English Language Program in China (2007, background): “More recent L2 motivation research from a microperspective has proposed that motivation be interpreted from the intrinsic and extrinsic framework (Noels, 2001; Noels, Clement, & Pelletier, 2001 ) or the process-oriented conception (for a recent review, see Dornyei, 2005).”
Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context (2014, neutral): “, 1999, 2000, 2001; Vallerand, 1983), greater engagement in schoolwork (Assor, Kaplan, & Roth, 2002), higher academic achievement (DeCharms, 1984; Flink, Boggiano, & Barrett, 1990), greater perceived competence (Deci, Betley, Kahle, Abrams, & Porac, 1981; Noels et al., 2001; Reeve, 2002; Ryan & Grol”
A motivational process model explaining L2 Saudi students’ achievement of English (2019, neutral): “…research has shown that learners' BPN are associated with motivation relating to language learning behaviours (Alrabai, 2017; Hiromori, 2003; Noels, 2001, 2013; Wu, 2003), few studies have illustrated the mediational mechanism of how BPN might facilitate learners ’ L2 motivation and…”