Motivation, autonomy and sociocultural theory

By E. Ushioda. 2007

119 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d6e2ad76a37ae7959c9f92d9f7097f3ca910f782

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Citations in the corpus

The motivational dimension of language teaching (2017, background): “The weakness of the strategies approach to understanding motivational teaching has been well articulated by Ushioda (2007); it shares with much traditional L2 motivation research, she argues, a positivist, linear model of educational processes, in particular ‘a tendency to view pedagogical…”
Examining the relationship between English language learners’ online self-regulation and their self-efficacy (2017, unknown): “Self-regulated learning has been approached from diverse theoretical perspectives (see Dörnyei & Ryan, 2015), and it has been investigated in relation to other variables such as learner beliefs (Bown, 2006; Zheng, Liang, Yang, & Tsai, 2016), English language proficiency (Bai, Hu, & Gu, 2014), motiva”
Language learning and study abroad (2018, background): “recognized that agency plays a central role in the construction of learner identities, degrees of learner autonomy, motivation, and strategic learner behavior (Toohey & Norton 2003; Ushioda 2007; Bown 2009; Gao 2010).”
Why autonomy? Insights from motivation theory and research (2011, background): “My purpose here is just to remind ourselves of already existing theoretical links between motivation and autonomy and clarify some of their features, but I will not discuss these connections in depth in this paper (for more detailed analyses, see Ushioda 2003, 2007).”
Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad (2011, background): “Other researchers highlight the importance of self-management (Rubin, 2001), self-motivation (Dickinson, 1995; Lamb, 2004; Ushioda 2006), self-confidence (Wenden, 2002) and learning strategies (Oxford, 2003) for learning autonomy.”
Language‐Learning Motivation During Short‐Term Study Abroad: An Activity Theory Perspective (2010, unknown): “Short of this, they may fall into patterns of negative thinking and self-perceptions with detrimental motivational consequences (Ushioda, 2007).”
Motivation of UK school pupils towards foreign languages: a large-scale survey at Key Stage 3 (2007, unknown): “Motivation can be seen as a dynamic interaction between the learner and a complex system of social relations, cultural contexts and learning environments (Dörnyei & Ottó, 1998; Ushioda, 2003, 2007).”
Understanding learner agency as a complex dynamic system (2011, background): “In SLA, numerous studies have examined agency, often in respect to learners’ capacities for autonomous, selfregulated behaviour (e.g., Bown, 2009; Huang, 2011; Toohey and Norton, 2003; Ushioda, 2007).”