Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications

By Z. Dörnyei. 2003

1,126 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/d774e224c14d665e29a3cc1d0c5bba9baf8afd80

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Citations in the corpus

Enhancing Students' Engagement and Motivation in Writing: The Case of Primary Students in Hong Kong. (2007, background): “It is important to remember that motivation is not fixed and that teachers can work actively to improve students’ motivation (Dörnyei, 2001, 2003).”
Willingness to Communicate in the Second Language: Understanding the Decision to Speak as a Volitional Process (2007, background): “In examining the issues raised in the debate on reopening the research agenda for motivation, and subsequent lessons learned, Dörnyei (2003) commented: I have now come to believe that many of the controversies and disagreements in L2 motivation research go back to an insufficient temporal…”
Teacher Motivational Practice, Student Motivation, and Possible L2 Selves: An Examination in the Iranian EFL Context (2012, background): “It was only after the “cognitive movement” that this shortcoming led a number of researchers to develop models that highlighted this feature of L2 motivation (see D¨ornyei, 2003).”
The effects of cultural familiarity on reading comprehension (2009, background): “Such an appeal might, in turn, have contributed to higher levels of motivation (Dörnyei, 2003, 2005; Harter, 1981; Williams & Burden, 1997) and thus led to a better reading comprehension (e.g., Guthrie, Wigfield, Metsala, & Cox, 1999; Wigfield, 1997).”
Second Language Orientation and Self-Determination Theory (2008, neutral): “…and L2 achievement (Chihara & Oller, 1978; Gardner & Lambert, 1972; Gardner & Santos, 1970; Lukmani, 1972; Oller, Hudson, & Liu, 1977), thereby prompting researchers to consider alternative models of motivation (Crookes & Schmidt, 1991; Dörnyei, 1994, 2003; Oxford, 1996; Oxford & Shearin, 1994).”
Student satisfaction with an online and a face-to-face Business English course in a higher education context (2019, background): “In support of this, Alderman (2008) and Dörnyei (2003) suggest that motivation is widely perceived as the most critical factor for success in online language learning environments.”
THE INTERNAL STRUCTURE OF LANGUAGE LEARNING MOTIVATION AND ITS RELATIONSHIP WITH LANGUAGE CHOICE AND LEARNING EFFORT (2005, background): “Yet, in spite of this popularity, the notion has remained somewhat of an enigma (Dörnyei, 2003a): It has no obvious parallels in any areas of mainstream motivational psychology, and its exact nature is difficult to define, which may explain Gardner’s (2001) observation that the “term is used…”
Theorizing Affect in Foreign Language Learning: An Analysis of One Learner's Responses to a Communicative Portuguese Course (2009, background): “Those readers interested in making the connection are referred to a recent review of studies on motivation and student success by Dörnyei (2003).”
Sociodemographic, Psychological and Politicocultural Correlates in Flemish Students' Attitudes towards French and English (2005, background): “These alpha reliabilities are rather low, but still acceptable (Dörnyei, 2003a).”
Relationships among Motivation Orientations, Metacognitive Awareness and Proficiency in L2 Listening. (2005, background): “As suggested by Dörnyei (2003), examining relationships between motivation and learning behaviours links L2 motivation research more closely with processes in second language acquisition.”