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The International Research Foundation for English Language Education

MOTIVATION IN LANGUAGE LEARNING: SELECTED REFERENCES(Last updated 9 March 2018)

Al-Shehri, A. H. (2009). Motivation and vision: The relation between the ideal L2 self, imagina-tion and visual style. In Z. D¨ornyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 164–171). Bristol, UK: Multilingual Matters.

Altbach, P. G., & Knight, J. (2007). The internationalization of higher education: Motivations and realities. Journal of Studies in International Education, 11(3-4), 290–305.

Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: A cognitive-in-structional analysis. In R. E. Ames & C. Ames (Eds.), Research on motivation in educa-tion (pp. 177-207). New York: Academic Press.

Ames, C. (1986). Effective motivation: The contribution of the learning environment. In R. S. Feldman (Ed.), The social psychology of education (pp. 235-256). Cambridge: Cam-bridge University Press.

Amrein, A., & Berliner, D. (2003). The effects of high-stakes testing on student motivation and learning. Educational Leadership, 60(5), 32-38.

Apple, M. T., Da Silva, D., & Fellner, T. (Eds.). (2016). L2 selves and motivations in Asian contexts. Bristol, UK: Multilingual Matters.

Bacon, S. M., & Finnemann, M. D. (1990). A study of the attitudes, motives, and strategies of university foreign language students and their disposition to authentic oral and written input. Modern Language Journal, 74, 459-473.

Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic inter-est through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586-598.

Badstübner, T., & Ecke, P. (2009). Student expectations, motivations, target language use, and perceived learning progress in a summer study abroad program in Germany. Die Unterrichtspraxis/Teaching German, 42(1), 41-49. Used for SA & motivation

Benson, M. (1991). Attitudes and motivation towards English: A survey of Japanese freshmen. RELC Journal, 22(1), 34-48.

Bråten, I., & Olaussen, B. S. (1998). The relationship between motivational beliefs and learning strategy use among Norwegian college students. Contemporary Educational Psychology, 23, 182-194.

Brophy, J. (1998). Motivating students to learn. New York: McGraw-Hill.

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Brophy, J. E. (1999). Towards a model of the value aspects of motivation in education: Developing an appreciation for particular domains and activities. Educational Psychologist, 34, 75-85.

Brophy, J., & Kher, N. (1986). Teacher socialization as a mechanism for developing student mo-tivation to learn. In R. S. Feldman (Ed.), The social psychology of education (pp. 257-288). Cambridge: Cambridge University Press.

Brown, J. D., Cunha, M. I. A., & Frota, S. de F. N. (2001). The development and validation of a Portuguese version of the Motivated Strategies for Learning Questionnarie. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 257-280). Honolulu, HI: Second Language Teaching & Curriculum Center, University of Hawai‘i Press.

Brown, J. D., Robson, G., & Rosenkjar, P. R. (2001). Personality, motivation, anxiety, strategies, and language proficiency of Japanese students. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 361-398). Manoa, HI: Second Language Teaching & Curriculum Center.

Brown, S., Armstrong, S., & Thompson, G. (1998). Motivating students. London: Kogan Page.

Cauley, K. M., & McMillan, J. H. (2010). Formative assessment techniques to support student motivation and achievement. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(1), 1-6.

Chambers, G. (1993). Taking the “de” out of demotivation. The Language Learning Journal, 7(1), 13-16.

Chambers, G. (1999). Motivating language learners. Clevedon, UK: Multilingual Matters.

Chang, L. Y.-H. (2010). Group processes and EFL learners' motivation: A study of group dynamics in EFL classrooms. TESOL Quarterly, 44(1), 129-154. Used for Mot

Cheng, H-F., & Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in language learning and teaching, 1, 153-174.

Cheng, L., Klinger, D., Fox, J., Doe, C. Jin, Y. & Wu, J. (2014). Motivation and test anxiety in test performance across three testing contexts: The CAEL, CET, and GEPT. TESOL Quarterly, 48(12), 300-330.


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Chou, M. H. (2014). Assessing English vocabulary and enhancing young English as a foreign language (EFL) learners’ motivation through games, songs, and stories. Education 3-13, 42(3), 284-297.

Cirocki, A., & Caparoso, J. (2016). Attitudes, motivations and beliefs about reading in the Fil-ipino secondary school ESL classroom. International Journal of Applied Linguistics and English Literature, 5(7), 1-18.

Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence and group cohesion in the foreign language classroom. Language Learning, 44(3), 417– 448.

Cohen, M., & Dörnyei, Z. (2002). Focus on the language learner: Motivation, styles and strategies. In N. Schmidt (Ed.), An introduction to applied linguistics (pp. 170-190). London, UK: Arnold.

Cooper, H., & Tom, D. Y. H. 1984. SES and ethnic differences in achievement motivation. In R. E. Ames & C. Ames (Eds.), Motivation in education (pp. 209-242). New York: Aca-demic Press.

Cranmer, D. (1996). Motivating high level learners. Harlow, UK: Longman.

Crookes, G., & Schmidt, R. W. (1991). Motivation: Re-opening the research agenda. Language Learning, 41, 469-512.

Csikszentmihalyi, M., & Nakamura, J. (1989). The dynamics of intrinsic motivation: A study of adolescents. In R. Ames & C. Ames (Eds.), Handbook of motivation theory and research, Vol. 3: Goals and cognitions (pp. 45–71). New York, NY: Academic Press.

Csizér, K., & Dörnyei, Z. (2005). Language learners’ motivational profiles and theirmotivated learning behavior. Language Learning, 55, 613-659.

Csizér, K., Kormos, J., & Sarkadi, Á. (2010). The dynamics of language learning attitudes and motivation: Lessons from an interview study of dyslexic language learners. Modern Lan-guage Journal, 94(3), 470-487.

Dalton-Puffer, C. (2012). A postscript on institutional motivations, research concerns and professional implications. In U. Smit & E. Dafouz (Eds.), Integrating content and language in higher education: Gaining insights into English-medium instruction at European universities (AILA, 25) (pp. 101-103). Philadelphia, PA: John Benjamins.

deCharms, R. (1984). Motivation enhancement in educational settings. In R. E. Ames & C. Ames (Eds.), Motivation in education (pp. 275-310). New York: Academic Press.


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Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.

Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. A. Dienstbier (Ed.), Perspectives on motivation: Nebraska Symposium on Motivation, 1990 (pp. 237-288). Lincoln, NE: University of Nebraska Press.

Deci, E. L., & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic mo-tivation, social development, and well being. American Psychologist, 55(1), 68-78.

Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3 & 4), 325-346.

De Volder, M. L., & Lens, W. (1982). Academic achievement and future time perspective as a cognitive-motivational concept. Journal of Personality and Social Psychology, 44, 20-33

Dörnyei, Z. (1990). Conceptualizing motivation in foreign language learning. LanguageLearning, 40, 45-78.

Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.

Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.

Dörnyei, Z. (2000). Motivation in action: Towards a process-oriented conceptualization of student motivation. British Journal of Educational Psychology, 70(4), 519-538.

Dörnyei, Z. (2001). New themes and approaches in second language motivation research. Annual Review of Applied Linguistic Linguistic, 21, 43-59.

Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge, UK: Cambridge University Press.

Dörnyei, Z. (2001). Teaching and researching motivation. Harlow, UK: Longman.

Dörnyei, Z. (2002). The motivational basis of language learning tasks. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 137-158). Philadelphia, PA: John Benjamins.

Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(Supplement 1), 3-32.


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Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Oxford, UK: Blackwell.

Dörnyei, Z. (2007). Creating a motivating classroom environment. In J. Cummins & C. Davison (Eds.), International Handbook of English Language Teaching (Vol. 2) (pp. 719-731). New York, NY: Springer.

Dörnyei, Z. (2008). New ways of motivating foreign language learners: Generating vision. Links, 38(Winter), 3-4.

Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Tonawanda, NY: Multilingual Matters.

Dörnyei, Z. (2014). Motivation in second language learning. In D. M. Brinton, M. Celce-Murcia, & M. A. Snow (Eds.), Teaching English as a second or foreign language (pp. 518-531). Boston, MA: Heinle Cengage Learning.

Dörnyei, Z., & Clément, R. (2001). Motivation characteristics of learning different target languages: Results of a nationwide survey. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 399-432). Manoa, HI: Second Language Teaching & Curriculum Center.

Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2, 203-229.

Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-462.

Dörnyei, Z., & K. Csizér. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421–462.

Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes, and globalization: A Hungarian perspective. Clevedon, UK: Multilingual Matters.

Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43-69.

Dörnyei, Z., & Schmidt, R. (Eds.). (2001). Motivation and second language acquisition. Hon-olulu: National Foreign Language Resource Center/ University of Hawai'i Press.

Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 589-630). Malden, MA: Blackwell.


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Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation. (2nd ed.). Harlow, UK: Longman.

Doyle, A. (2017). Exploring the motivational development and academic choices of local and international English majors in China. In L. L. C. Wong, & K. Hyland (Eds.), Faces of English education (pp. 57-72). New York, NY: Routledge.

Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.

Dweck, C. S. (2000). Self-theories: Their role in motivation, personality and development. Philadelphia, PA: Psychology Press.

Ehrman, M. (1996). An exploration of adult language learner motivation, self-efficacy, and anxiety. In R. Oxford (Ed.), Language learning motivation: Pathways to the new century (pp. 81-103). Honolulu, HI: University of Hawai’i Press.

Ely, C. (1986). An analysis of discomfort, risktaking, sociability, and motivation in the L2 classroom. Language Learning, 36(1), 1-25.

Falout, J., Elwood, J., & Hood, M. (2009). Demotivation: Affective states and learning outcomes. System, 37(3), 403-417.

Falout, J., & Maruyama, M. (2004). A comparative study of proficiency and learner demotivation. The Language Teacher, 28(8), 3-9.

Farjami, M. (2017). Iranian political satirists: Experience and motivation in the contemporary era. Philadelphia, PA: John Benjamins.

Farmand, Z., & Rokni, S.J.A. (2014). An exploration of university students’ perception of de-motivators in an EFL context. ELT Voices: International Journal for Teachers of English, 4(1), 177-195.

Finocchiaro, M. (1979). Motivation in language learning. CATESOL Occasional Papers, 5, 18-24.

Gan, Z. (2009) ‘Asian learners’ re-examined: An empirical study of language learning attitudes, strategies and motivation among mainland Chinese and Hong Kong students. Journal of Multilingual and Multicultural Development, 30(1), 41–58.

Gao, Y., Zhao, Y., Cheng, Y., & Zhou, Y. (2004). Motivation types of Chinese university undergraduates. Asian Journal of English Language Teaching, 14, 45-64.


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Gardner, R. (1985). Social psychology and second language learning: The role of attitude and motivation. London, UK: Edward Arnold.

Gardner, R. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and language acquisition (pp. 1-19). Honolulu, HI: University of Hawai’i Press.

Gardner, R. C. (2000). Correlation, causation, motivation, and second language acquisition. Canadian Psychology, 41, 10-24.

Gardner, R. C. (2001). Integrative motivation: Past, present and future. Retrieved from http://publish.uwo.ca/~gardner/docs/GardnerPublicLecture1.pdf

Gardner, R. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and language acquisition (pp. 1-19). Honolulu: University of Hawai’i Press.

Gardner, R. C. (2005). Integrative motivation and second language acquisition. Retrieved from http://publish.uwo.ca/~gardner/docs/caaltalk5final.pdf

Gardner, R. C. (2009). Gardner and Lambert (1959): Fifty years and counting. Retrieved from http://publish.uwo.ca/~gardner/docs/CAALOttawa2009talkc.pdf

Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272.

Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second languagelearning. Rowley, MA: Newbury House.

Gardner, R. C., Masgoret, A.-M., Tennant, J., & Mihic, L. (2004). Integrative motivation: Changes during a year-long intermediate-level language course. Language Learning, 54, 1-34.

Gardner, R. C., & Smythe, P. C. (1981). On the development of the attitude/ motivation test battery. The Canadian Modern Language Review, 37, 510-525.

Gardner, R. C., & Tremblay, P. F. (1994). On motivation, research agendas, and theoretical frameworks. The Modern Language Journal, 78, 359-368.

Ghasemi, Z., & Kaivanpanah, S. (2011). An investigation into sources of demotivation in second language learning. Iranian Journal of Applied Linguistics (IJAL), 14(2), 89-110.

Gorham, J., & Christophel, D. M. (1992). Students’ perceptions of teacher behaviors as motivating and demotivating factors in college classes. Communication Quarterly, 40(3), 239-252.


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http://publish.uwo.ca/~gardner/docs/CAALOttawa2009talkc.pdf

http://publish.uwo.ca/~gardner/docs/caaltalk5final.pdf

http://publish.uwo.ca/~gardner/docs/GardnerPublicLecture1.pdf


Grabe, W. (2009). Motivation and reading. In W. Grabe (Ed.), Reading in a second language: Moving from theory to practice (pp. 175-193). New York, NY: Cambridge University Press.

Graham, S. (1994). Classroom motivation from an attitudinal perspective. In H. F. J. O'Neil and M. Drillings (Eds.), Motivation: Theory and research (pp. 31-48). Hillsdale, NJ: Lawrence Erlbaum.

Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42, 55-77.

Hadfield, J. (2013). A second self: Translating motivation theory into practice. In T. Pattison (Ed.), IATEFL 2012: Glasgow Conference Selections (pp. 44-47). Canterbury, UK: IATEFL.

Hao, M., Liu, M., & Hao, R. (2004). An empirical study on anxiety and motivation in English as a Foreign Language. Asian Journal of English Language Teaching, 14, 89-104.

Hara, C., & Sarver, W. T. (2010). Magic in ESL: An observation of student motivation in an ESL class. In G. Park, H. P. Widodo, & A. Cirocki (Eds.), Observation of teaching: Bridging theory and practice through research on teaching (pp. 141-153). Munich, Germany: LINCOM EUROPA.

Hashemian, M., & Soreshjani, K. H. (2011). The interrelationship of autonomy, motivation, and academic performance of Persian L2 learners in distance education contexts. Theory and Practice in Language Studies, 1(4), 319-326. doi:10.4304/tpls.1.4.319-326v

Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. Retrieved from http://www.hawaii.edu/sls/uhwpesl/20(2)/Hashimoto.pdf.

Hawkins, J. N. (1994). Issues of motivation in Asian education. In H. F. O’Neill & M. Drillings (Eds.), Motivation—theory and research (pp. 101-115). Hillsdale, NJ: Erlbaum.

Hsieh, P. (2008). Why are college foreign language students' self-efficacy, attitude, and motivation so different? International Education, 38(1), 76-94.

Huang, S. (2010). Convergent vs. divergent assessment: Impact on college EFL students’ motivation and self-regulated learning strategies. Language Testing, 28(2), 251-270.

Humphreys, G., & Spratt, M. (2008). Many languages, many motivations: A study of Hong Kong students’ motivation to learn different target languages. System, 36(2), 313-335.


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Inbar, O., Donitsa-Schmidt, S., & Shohamy, E. (2001). Students' motivation as a function of language learning: The teaching of Arabic in Israel. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 297-311). Manoa, HI: Second Language Teaching & Curriculum Center.

Jacques, S. R. (2001). Preferences for instructional activities and motivation: A comparison of student and teacher perspectives. In Z. Dornyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 185-211). Honolulu, HI: University of Hawaii Press.

Jomairi, S. (2011). Demotivating factors in second language learning at state, Azad and Payam-Nour universities. Proceedings of the International Conference on Languages, Literature and Linguistics IPEDR, 26, 300-303.

Julkunen, K. (2001). Situation- and task-specific motivation in foreign language learning. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 29-41). Manoa, HI: Second Language Teaching & Curriculum Center.

Kafipour, R., Noordin, N., & Pezeshkian, P. (2011). Effects of motivation and gender on the choice of language learning strategies by Iranian postgraduate students. Pertanika Journal of Social Sciences and Humanities, 19(1), 159-171.

Kassabgy, O., Boraie, D., & Schmidt, R. (2001). Values, rewards, and job satisfaction in ESL/EFL. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 213-237). Manoa, HI: Second Language Teaching & Curriculum Center.

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Komiyama, R., & McMorris, A. (2017). Examining international students’ motivation to read in English from a self-determination theory perspective. The CATESOL Journal, 29(2), 61-80.

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Kormos, J. & Csizér, K. (2014). The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. TESOL Quarterly, 48(12), 275-299.

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Lin, M-C., Cheng, Y-S. & Lin, S-H. (2014). Development of a research article writing motivation inventory. TESOL Quarterly, 48(12), 389-399.

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McCombs, B. L. (1994). Strategies for assessing and enhancing motivation: keys to promoting self-regulated learning and performance. In H. F. O’Neill & M. Drillings (Eds.), Motiva-tion: theory and research (pp. 49-69). Hillsdale, NJ: Erlbaum.

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McGroarty, M. (2001). Situating second language motivation. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 69-91). Manoa, HI: Second Language Teaching & Curriculum Center.

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Nikolov, M. (2001) A study of unsuccessful language learners. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 149-169). Manoa, HI: Second Language Teaching & Curriculum Center.

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References - tirfonline.org · Web viewQuestioning the stability of foreign language classroom anxiety and ... Prentice-Hall. Ramage ... Principles for a theory of student motivation