The Internal Structure of Language Learning Motivation and Its Relationship with Language Choice and Learning Effort

By Budapest Ajt. 2005

128 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/fd743be0707abccc519b7e7d0fb13906c5ec0bb5

How researchers see this paper

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

1. Mona Nabhani
2. Yuyun Yulia
3. Pamela M. Wesely
4. Rima Bahous
5. N. Bacha
6. M. Al-Khairy
7. Khaled Barkaoui

Citations in the corpus

• Learner Attitudes, Perceptions, and Beliefs in Language Learning (2012, methodology): “using both structural equation modeling (Csizér and Dörnyei, 2005) and qualitative interviews (Graham, 2006) have provided detailed descriptions of motivation (in the former case) and self-effi cacy (in the latter case).”
• Motivating Students in the EFL Classroom: A Case Study of Perspectives. (2011, background): “…(1994) argues that language learners are motivated differently according to their achievement and self-confidence, and that the learning situation provides motives through the language classroom, i.e. course, teacher and group aspects (Clement, Dornyei, & Noels, 1994; Csizer & Dornyei, 2005a, b).”
• TEACHING CHALLENGES IN INDONESIA: MOTIVATING STUDENTS AND TEACHERS' CLASSROOM LANGUAGE (2013, background): “Moving beyond these earlier formulations, Dörnyei (2005) and Csizér and Dörnyei (2005) proposed a new model of second language (L2) motivational self-system consisting of three components.”