Cited by

Cited by 95 other publications

Ahmad, Kham Sila, Jocelyn Armarego & Fay Sudweeks
2013. 2013 International Conference on Research and Innovation in Information Systems (ICRIIS),  pp. 336 ff. DOI logo
Albert, Ágnes
2022. The Task-Based Study: Investigating Learners’ Motivation, Emotions, Self-Efficacy Beliefs, and Flow State in Relation to Their Performance on Language Tasks. In Investigating the Role of Affective Factors in Second Language Learning Tasks [Second Language Learning and Teaching, ],  pp. 91 ff. DOI logo
Albert, Ágnes
2022. Empirical Research on Emotions, Motivation, Self-Efficacy, and Flow with the Help of Tasks. In Investigating the Role of Affective Factors in Second Language Learning Tasks [Second Language Learning and Teaching, ],  pp. 51 ff. DOI logo
Albert, Ágnes & Judit Kormos
2004. Creativity and Narrative Task Performance: An Exploratory Study. Language Learning 54:2  pp. 277 ff. DOI logo
Albert, Ágnes & Judit Kormos
2011. Creativity and Narrative Task Performance: An Exploratory Study. Language Learning 61:s1  pp. 73 ff. DOI logo
Alrabai, Fakieh
2022. Teacher communication and learner willingness to communicate in English as a foreign language: a structural equation modeling approach. Saudi Journal of Language Studies 2:2  pp. 45 ff. DOI logo
Aubrey, Scott
2017. Inter-cultural contact and flow in a task-based Japanese EFL classroom. Language Teaching Research 21:6  pp. 717 ff. DOI logo
Baba, Kyoko & Ryo Nitta
2014. Phase Transitions in Development of Writing Fluency From a Complex Dynamic Systems Perspective. Language Learning 64:1  pp. 1 ff. DOI logo
Brizić, Katharina
2006. The secret life of languages. Origin‐specific differences in L1/L2 acquisition by immigrant children. International Journal of Applied Linguistics 16:3  pp. 339 ff. DOI logo
Butler, Yuko Goto
2017. Motivational elements of digital instructional games: A study of young L2 learners’ game designs. Language Teaching Research 21:6  pp. 735 ff. DOI logo
Chen, Julian ChengChiang & Kimberly Lynn Brown
2012. The effects of authentic audience on English as a second language (ESL) writers: a task-based, computer-mediated approach. Computer Assisted Language Learning 25:5  pp. 435 ff. DOI logo
Cho, Minyoung
2015. The effects of working possible selves on second language performance. Reading and Writing 28:8  pp. 1099 ff. DOI logo
Coyle, Do
2014. Motivating teachers and learners as researchers. In Motivation and Foreign Language Learning [Language Learning & Language Teaching, 40],  pp. 51 ff. DOI logo
Dolosic, Haley N., Cindy Brantmeier, Michael Strube & Mark C. Hogrebe
2016. Living Language: Self‐Assessment, Oral Production, and Domestic Immersion. Foreign Language Annals 49:2  pp. 302 ff. DOI logo
DUCKER, NATHAN THOMAS
2022. Bridging the Gap Between Willingness to Communicate and Learner Talk. The Modern Language Journal 106:1  pp. 216 ff. DOI logo
Ducker, Nathan Thomas
2024. Schrödinger's turn: An interactional examination of willingness to communicate and talk in codependent and competitive group talk. The Modern Language Journal 108:1  pp. 322 ff. DOI logo
Dörnyei, Zoltán
2003. Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications. Language Learning 53:S1  pp. 3 ff. DOI logo
Egbert, Joy & Reima Abobaker
2018. Opportunities for Engaging Young English Language Learners Through Technology Use. In Optimizing Elementary Education for English Language Learners [Advances in Early Childhood and K-12 Education, ],  pp. 158 ff. DOI logo
Erlam, Rosemary
2016. ‘I’m still not sure what a task is’: Teachers designing language tasks. Language Teaching Research 20:3  pp. 279 ff. DOI logo
Freiermuth, Mark R. & Hsin-chou Huang
2012. Bringing Japan and Taiwan closer electronically: A look at an intercultural online synchronic chat task and its effect on motivation. Language Teaching Research 16:1  pp. 61 ff. DOI logo
Freiermuth, Mark R. & Michiyo Ito
2022. Battling With Books: The Gamification of an EFL Extensive Reading Class. Simulation & Gaming 53:1  pp. 22 ff. DOI logo
GARCÍA SAMPEDRO, Marta, Mirian MIRANDA MORAIS & Eva María IÑESTA MENA
2018. Comunicación oral y m-learning en el aula de inglés de primaria: la fotografía y el vídeo como recurso. Fonseca, Journal of Communication 0:16  pp. 135 ff. DOI logo
Gonzales, Richard DLC
2010. Motivational Orientation in Foreign Language Learning: The Case of Filipino Foreign Language Learners. SSRN Electronic Journal DOI logo
Gonzales, Richard DLC
2011. Differences in Motivational Orientation in Foreign Language Learning Context: Findings from Filipino Foreign Language Learners. SSRN Electronic Journal DOI logo
Gudkova, Svetlana A., Marina V. Dayneko, Natalia V. Yashchenko, Diana Yu. Burenkova & Inga V. Treshina
2021. Managerial Approach for Foreign Language Learning and Fostering in a Smart University Environment. In Smart Education and e-Learning 2021 [Smart Innovation, Systems and Technologies, 240],  pp. 395 ff. DOI logo
GUILLOTEAUX, MARIE J. & ZOLTÁN DÖRNYEI
2008. Motivating Language Learners: A Classroom‐Oriented Investigation of the Effects of Motivational Strategies on Student Motivation. TESOL Quarterly 42:1  pp. 55 ff. DOI logo
Guo, Yan, Jinfen Xu & Cong Chen
2023. Measurement of engagement in the foreign language classroom and its effect on language achievement: the case of Chinese college EFL students. International Review of Applied Linguistics in Language Teaching 61:3  pp. 1225 ff. DOI logo
Hajar, Anas & Mehmet Karakus
2023. Obituary for Zoltán Dörnyei (1960–2022): a bibliometric mapping of his publications. Journal of Multilingual and Multicultural Development  pp. 1 ff. DOI logo
Hendrix, Kimberly & Millicent Musyoka
2020. Motivation of Hearing Students Learning American Sign Language in Community Colleges. Community College Journal of Research and Practice 44:5  pp. 317 ff. DOI logo
Ho, Yi-Chieh
2009. 2009 10th ACIS International Conference on Software Engineering, Artificial Intelligences, Networking and Parallel/Distributed Computing,  pp. 42 ff. DOI logo
Ho, Yi-Chieh
2011. Need and Possible Criteria for Evaluating the Effectiveness of Computer-Mediated Communication. In E-Activity and Intelligent Web Construction [Advances in Web Technologies and Engineering, ],  pp. 154 ff. DOI logo
Jackson, Daniel O.
2022. Task-Based Language Teaching, DOI logo
Jeon, Jaeho
2024. Exploring AI chatbot affordances in the EFL classroom: young learners’ experiences and perspectives. Computer Assisted Language Learning 37:1-2  pp. 1 ff. DOI logo
Jon-Chao, Hong & Hwang Ming-Yueh
2017. 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT),  pp. 365 ff. DOI logo
Jung, YeonJoo, YouJin Kim, Hikyoung Lee, Robin Cathey, Julie Carver & Stephen Skalicky
2019. Learner perception of multimodal synchronous computer-mediated communication in foreign language classrooms. Language Teaching Research 23:3  pp. 287 ff. DOI logo
Katz, Shayna
2021. Rapport in the Foreign Language Classroom: From Face-to-Face to Online in Times of Pandemic. Íkala 26:3  pp. 485 ff. DOI logo
Katz, Shayna
2021. Rapport in the Foreign Language Classroom: From Face-to-Face to Online in Times of Pandemic. Íkala 26:3  pp. 485 ff. DOI logo
Keržič, Damijana & Vida Zorko
2023. Effect of the student learning approach on social annotation activity in Diigo. Cogent Education 10:2 DOI logo
Kitahashi, Masako & Amonpan Chomklin
2023. 2023 8th International Conference on Business and Industrial Research (ICBIR),  pp. 327 ff. DOI logo
Kormos, Judit & Kata Csizér
2008. Age‐Related Differences in the Motivation of Learning English as a Foreign Language: Attitudes, Selves, and Motivated Learning Behavior. Language Learning 58:2  pp. 327 ff. DOI logo
Kormos, Judit & Yvonne Préfontaine
2017. Affective factors influencing fluent performance: French learners’ appraisals of second language speech tasks. Language Teaching Research 21:6  pp. 699 ff. DOI logo
Kruk, Mariusz
2022. Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in Second Life: the case of two advanced learners of English. Computer Assisted Language Learning 35:1-2  pp. 190 ff. DOI logo
Krystalli, Pinelopi, Panagiotis Panagiotidis & Panagiotis Arvanitis
2020. Criteria for Motivational Technology-Enhanced Language Learning Activities. In Technology and the Psychology of Second Language Learners and Users [New Language Learning and Teaching Environments, ],  pp. 571 ff. DOI logo
Kuiper, Koenraad, Georgie Columbus & Norbert Schmitt
2009. The Acquisition of Phrasal Vocabulary. In Language Acquisition,  pp. 216 ff. DOI logo
Lamb, Martin
2017. The motivational dimension of language teaching. Language Teaching 50:3  pp. 301 ff. DOI logo
Lasagabaster, David
2011. English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching 5:1  pp. 3 ff. DOI logo
Lee, Bradford J.
2023. Listener engagement: the missing link in research on accented speech. International Review of Applied Linguistics in Language Teaching 61:4  pp. 1365 ff. DOI logo
Leeming, Paul & Justin Harris
2022. Self-Determination theory and tasks. TASK. Journal on Task-Based Language Teaching and Learning 2:2  pp. 164 ff. DOI logo
Li, Ping & Hyeonjeong Jeong
2020. The social brain of language: grounding second language learning in social interaction. npj Science of Learning 5:1 DOI logo
Li, Shaofeng
2024. Chapter 1. Individual differences and task-based language teaching. In Individual Differences and Task-Based Language Teaching [Task-Based Language Teaching, 16],  pp. 10 ff. DOI logo
Lin, Ming-Chia, Yuh-Show Cheng, Sieh-Hwa Lin & Pei-Jung Hsieh
2015. The Role of Research-Article Writing Motivation and Self-Regulatory Strategies in Explaining Research-Article Abstract Writing Ability. Perceptual and Motor Skills 120:2  pp. 397 ff. DOI logo
Liu, Naixin, Emilia I. Barakova, Feiran Zhang, Ting Han & Jincai Feng
2023. International Conference on Human-Agent Interaction,  pp. 221 ff. DOI logo
Loewen, Shawn & Masatoshi Sato
2018. Interaction and instructed second language acquisition. Language Teaching 51:3  pp. 285 ff. DOI logo
Luo, Han & Pan Gao
2024. Intercultural learning through Chinese-American telecollaboration: results of a song sharing project. Computer Assisted Language Learning 37:1-2  pp. 85 ff. DOI logo
Manchón, Rosa M.
2014. The internal dimension of tasks. In Task-Based Language Learning – Insights from and for L2 Writing [Task-Based Language Teaching, 7],  pp. 27 ff. DOI logo
Moskovsky, Christo, Fakieh Alrabai, Stefania Paolini & Silvia Ratcheva
2013. The Effects of Teachers’ Motivational Strategies on Learners’ Motivation: A Controlled Investigation of Second Language Acquisition. Language Learning 63:1  pp. 34 ff. DOI logo
Papi, Mostafa, Mijin Eom, Yiran Zhang, Yang Zhou & Zachary Whiteside
2023. Motivational dispositions predict qualitative differences in oral task performance. Studies in Second Language Acquisition 45:5  pp. 1261 ff. DOI logo
Philp, Jenefer & Laura Gurzynski-Weiss
2020. Chapter 2. On the role of the interlocutor in second language development. In Cross-theoretical Explorations of Interlocutors and their Individual Differences [Language Learning & Language Teaching, 53],  pp. 20 ff. DOI logo
Poupore, Glen
2013. Task Motivation in Process: A Complex Systems Perspective. The Canadian Modern Language Review 69:1  pp. 91 ff. DOI logo
Poupore, Glen
2016. Measuring group work dynamics and its relation with L2 learners’ task motivation and language production. Language Teaching Research 20:6  pp. 719 ff. DOI logo
Rafiee, Marzieh & Salman Abbasian-Naghneh
2019. Prioritization of critical individual factors influencing willingness to communicate: AHP method. Journal of Multilingual and Multicultural Development 40:6  pp. 461 ff. DOI logo
Rahimi, Muhammad & Lawrence Jun Zhang
2019. Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language. Reading and Writing 32:3  pp. 761 ff. DOI logo
Rezaee, Abbas Ali & Mahsa Ghanbarpoor
2022. Learners’ Willingness to Communicate, Motivation, and Classroom Activity Preferences: Realities from the Iranian EFL Context. In Individual and Contextual Factors in the English Language Classroom [English Language Education, 24],  pp. 141 ff. DOI logo
Rieger, Georg W. & Caroline L. Rieger
2020. Collaborative Assessment That Supports Learning. In Active Learning in College Science,  pp. 821 ff. DOI logo
Robinson, Peter
2003. Attention and Memory during SLA. In The Handbook of Second Language Acquisition,  pp. 631 ff. DOI logo
Robinson, Peter
2005. APTITUDE AND SECOND LANGUAGE ACQUISITION. Annual Review of Applied Linguistics 25  pp. 46 ff. DOI logo
Rousse-Malpat, Audrey, Lise Koote, Rasmus Steinkrauss & Marjolijn Verspoor
2021. Parlez-vous francais?Effects of structure-based versus dynamic-usage-based approaches on oral proficiency. Language Teaching Research  pp. 136216882110402 ff. DOI logo
RÉVÉSZ, ANDREA
2011. Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom‐Based Study. The Modern Language Journal 95:s1  pp. 162 ff. DOI logo
Samie, Steven
2021. A Review of the Causes of Japanese Students’ Educational Demotivation Through PROSPER Model. Millennium Journal of Humanities and Social Sciences  pp. 20 ff. DOI logo
Sanz, Cristina & Beatriz Lado
2008. Third Language Acquisition Research Methods. In Encyclopedia of Language and Education,  pp. 3314 ff. DOI logo
Sato, Masatoshi & Neomy Storch
2022. Context matters: Learner beliefs and interactional behaviors in an EFL vs. ESL context. Language Teaching Research 26:5  pp. 919 ff. DOI logo
Seker, Meral
2016. The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research 20:5  pp. 600 ff. DOI logo
Shen, Xiang & Lavern Byfield
2018. Promoting English Learners’ Willingness to Communicate in Content-area Classrooms. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 91:6  pp. 250 ff. DOI logo
Sylvén, Liss Kerstin
2017. Motivation, second language learning and CLIL. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47],  pp. 51 ff. DOI logo
Tajeddin, Zia & Abbas Mansouri
2024. Teachers’ cognition and classroom implementation of tasks in task-supported language teaching (TSLT). Language Teaching Research DOI logo
Takahashi, Satomi
2023. Chapter 8. Task motivation effects on L2 pragmatics. In L2 Pragmatics in Action [Language Learning & Language Teaching, 58],  pp. 191 ff. DOI logo
Tavakoli, Mansoor, Hadi Yaghoubinejad & Nourollah Zarrinabadi
2018. Using Motivational Strategies in L2 Classrooms: Does Culture Have a Role?. Current Psychology 37:3  pp. 477 ff. DOI logo
Teimouri, Yasser, Mostafa Papi & Somayeh Tahmouresi
2022. INDIVIDUAL DIFFERENCES IN HOW LANGUAGE LEARNERS PURSUE GOALS. Studies in Second Language Acquisition 44:3  pp. 633 ff. DOI logo
Tomlinson, Brian & Hitomi Masuhara
2009. Playing to Learn: A Review of Physical Games in Second Language Acquisition. Simulation & Gaming 40:5  pp. 645 ff. DOI logo
Udaya, Muthyala & Chada Ramamuni Reddy
2023. ICT für das Vokabellernen. In Strategien zum Wortschatzerwerb und Korpus,  pp. 83 ff. DOI logo
VAN BATENBURG, ELINE S. L., RON J. OOSTDAM, AMOS J. S. VAN GELDEREN, RUBEN G. FUKKINK & NIVJA H. DE JONG
2019. Oral Interaction in the EFL Classroom: The Effects of Instructional Focus and Task Type on Learner Affect. The Modern Language Journal 103:1  pp. 308 ff. DOI logo
Van den Branden, Kris
2009. Mediating between predetermined order and chaos: the role of the teacher in task‐based language education. International Journal of Applied Linguistics 19:3  pp. 264 ff. DOI logo
Wang, Cong, Sida Zhu & Haijing Zhang
2023. Interaction between CSL students’ motivation and anxiety under different L2 writing tasks: evidence from Vietnamese university students. Frontiers in Psychology 14 DOI logo
Wang, Qiong & Shaofeng Li
2019. Chapter 4. The relationship between task motivation and L2 motivation. In Researching L2 Task Performance and Pedagogy [Task-Based Language Teaching, 13],  pp. 67 ff. DOI logo
Winke, Paula
2013. An Investigation Into Second Language Aptitude for Advanced Chinese Language Learning. The Modern Language Journal 97:1  pp. 109 ff. DOI logo
Winke, Paula
Wu, Jing, Zimin Yuan & Qi Xu
2024. Exploring Chinese EFL Learners’ Task Motivation Changes and Influencing Factors in Translation Continuation Tasks. The Asia-Pacific Education Researcher DOI logo
Włosowicz, Teresa Maria
2013. Task Motivation in L3 Comprehension and Use, as Revealed by Think-Aloud Protocols and Communication Strategies. In Language in Cognition and Affect [Second Language Learning and Teaching, ],  pp. 275 ff. DOI logo
Xu, Wei & Rod E. Case
2015. Age‐related differences in motivation in learning English among Mainland Chinese students. International Journal of Applied Linguistics 25:1  pp. 67 ff. DOI logo
Zare, Javad & Khadijeh Aqajani Delavar
2022. Enhancing English learning materials with data-driven learning: a mixed-methods study of task motivation. Journal of Multilingual and Multicultural Development  pp. 1 ff. DOI logo
Zare, Javad & Ali Derakhshan
2024. Task engagement in second language acquisition: a questionnaire development and validation study. Journal of Multilingual and Multicultural Development  pp. 1 ff. DOI logo
Zhang, Jie
2016. Understanding Chinese as a Foreign Language from the Perspective of Second Language Acquisition. In Chinese Language Education in the United States [Multilingual Education, 14],  pp. 63 ff. DOI logo
Üner, Ayça, Athanasios Mouratidis & İlker Kalender
2020. Study efforts, learning strategies and test anxiety when striving for language competence: the role of utility value, self-efficacy, and reasons for learning English. Educational Psychology 40:6  pp. 781 ff. DOI logo
[no author supplied]
2012. References. In Language Teaching Research and Language Pedagogy,  pp. 349 ff. DOI logo
[no author supplied]

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