Language Learning

Tanaka, Y.Kutsuki, A. (2023) Motivational patterns of emergent and fully bilingual children learning English and Japanese at an international school. International Journal of Bilingualism, 27(5) ,618–633

Alamer, A.Al Khateeb, A., Jeno, L. M. (2023) Using WhatsApp increases language students’ self-motivation and achievement, and decreases learning anxiety: A self-determination theory approach. Journal of Computer Assisted Learning, 39(2) ,417-431

Oga-Baldwin, W. L. Q., Parrish, A., Noels, K.A. (2023) Taking root: Self-determination in language education. Journal for the Psychology of Language Learning, 4(1) ,e41111

Alamer, A.Alrabai, F. (2023) The causal relationship between learner motivation and language achievement: New dynamic perspective. Applied Linguistics, 44(1) ,148-168

Printer, L. (2023) Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom.. Language Teaching Research, Advance Online ,1-29

Zeng, C.Fisher, L. (2023) Opening the “Black Box”: How out-of-class use of Duolingo impacts Chinese junior high school students’ intrinsic motivation for English. ECNU Review of Education, Advance Online

Alamer, A.Morin, A. J. S.Alrabai, F.Alharfi, A. (2023) Introducing the Basic Psychological Needs Frustration in Second Language Scale (BPNF-L2): Examining its factor structure and effect on L2 motivation and achievement. Acta Psychologica, 240 ,104021

Alamer, A.Alrabai, F. (2023) The causal relationship between learner motivation and language achievement: New dynamic perspective. Applied Linguistics, 44(1) ,148-168

Cho, H. J., Levesque, C. S.Yough, M. (2023) How autonomy-supportive learning environments promote Asian international students’ academic adjustment: a self-determination theory perspective. Learning Environments Research, 26 ,51-76

Liu, M., Oga-Baldwin, W. L. Q. (2022) Motivational profiles of learners of multiple foreign languages: A self-determination theory perspective. System, 106 ,102762

Mynard, J.Shelton-Strong, S. J. (2022) Self-Determination Theory: A proposed framework for self-access language learning. Journal for the Psychology of Language Learning, 4(1) ,e414522

Oga-Baldwin, W. L. Q. (2022) In In J. Mynard & S. Shelton-Strong (Eds.), The quality of our connections matters: Relationships Motivation Theory in independent language learning. , Autonomy-support beyond the language learning classroom (pp. 149-163) Multilingual Matters. doi: 10.21832/9781788929059-011

Al-Hoorie, A. H., Oga-Baldwin, W. L. Q.Hiver, P.Vitta, J. P. (2022) Self-Determination mini-theories in second language learning: A systematic review of three decades of research. PsyArXiv, Advance Online

Meristo, M. (2022) University students’ motivation to study the French language: A time trend study. Journal for the Psychology of Language Learning, 4(1) ,e19222

Alamer, A. (2022) Basic psychological need satisfaction and continued language learning during a pandemic: A structural equation modelling approach. Journal for the Psychology of Language Learning, 4(1) ,e14322

Alamer, A. (2022) Having a single language interest autonomously predicts L2 achievement: Addressing the predictive validity of L2 grit. System, 108 ,102850

Davis, W. S. (2022) Autonomy, competence, relatedness, and beneficence: Exploring the interdependence of basic needs satisfaction in postsecondary world language education. Journal for the Psychology of Language Learning, 4(1) ,e15422

Mynard, J.Shelton-Strong, S. (2022) Autonomy support beyond the language learning classroom: A self-determination theory perspective. Bristol, UK: Multilingual Matters

Shelton-Strong, S. J. (2022) Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective. Language Teaching Research, 26(5) ,963-985

Shirvan, M. E., Alamer, A. (2022) Modeling the interplay of EFL learners’ basic psychological needs, grit and L2 achievement. Journal of Multilingual and Multicultural Development, Advance Online

Shelton-Strong, S. J. (2022) Sustaining language learner well-being and flourishing: A mixed-methods study exploring advising in language learning and basic psychological need support. Psychology of Language and Communication, 26(1) ,415-499

Oga-Baldwin, W. L. Q.Hirosawa, E. (2022) In In A. H. Al-Hoorie & F. Szabó (Eds.), Self-determined motivation and engagement in language: A dialogic process. , Researching Language Learning Motivation: A Concise Guide (pp. 71-80) Bloomsbury. doi: 10.1007/978-3-030-28380-3_5

Chen, L. (2022) Exploring the motivation of the older Chinese people learning English in China: A case study in a senior college in Guangdong. Educational Gerontology, 48(2) ,74–102

Jeon, J. (2022) Exploring a self-directed interactive app for informal EFL learning: A self-determination theory perspective. Education and Information Technologies, 27(4) ,5767–5787

Leeming, P.Harris, J. (2022) Measuring foreign language students’ self‐determination: A Rasch validation study. Language Learning, 72(3) ,646–694

Oga-Baldwin, W. L. Q., Parrish, A., Noels, K.A. (2022) Taking root: Establishing Self-Determination Theory as a fertile framework for the psychology of language learning. Journal for the Psychology of Language Learning, 4(1) ,e41111

Hair, J., Alamer, A. (2022) Partial Least Squares Structural Equation Modeling (PLS-SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3) ,100027

Alamer, A. (2022) Basic psychological needs, motivational orientations, effort, and vocabulary knowledge: A comprehensive model. Studies in Second Language Acquisition, 44(1) ,164-184

Alamer, A.Marsh, H. (2022) Exploratory structural equation modeling in second language research: An applied example using the dualistic model of passion. Studies in Second Language Acquisition, 44(5) ,1477-1500

Parrish, A.Vernon, J. (2022) Measuring Motivation in English schools: The Appeal of Self-Determination Theory. Journal for the Psychology of Language Learning, 4(1) ,e414922

Alamer, A.Lee, J. (2021) Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach. Language Teaching Research, 0(0) ,1-22

Parrish, A. (2021) Feminisation, masculinisation and the other: Re-evaluating the Language Learning Decline in England. The Language Learning Journal, 51(1) ,94-111

Alamer, A. (2021) Construct validation of Self-Determination Theory in second language scale: The bifactor exploratory structural equation modeling approach. Frontiers in Psychology, 12 ,732016

Printer, L. (2021) Student perceptions on the motivational pull of Teaching Proficiency through Reading and Storytelling (TPRS): A self-determination theory perspective. The Language Learning Journal, 49(3) ,288-301

Alamer, A.Al Khateeb, A. (2021) Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling. Computer Assisted LAnguAge LeArning,

Shelton-Strong, S. J.Mynard, J. (2021) Promoting positive feelings and motivation for language learning: the role of a confidence- building diary. , Innovation in Language Learning and Teaching , 15(5) (pp. 458-472) doi: 10.1080/17501229.2020.1825445

Alamer, A.Almulhim, F. (2021) The interrelation between language anxiety and self-determined motivation; A mixed methods approach. Frontiers in Education, 6 ,618655

Oga-Baldwin, W. L. Q. (2020) Show them how, but don’t intrude: Autonomy support promotes EFL classroom attendance and achievement, teacher control hinders it. , Language Teacher , 5 doi: 10.37546/JALTTLT44.3-1

Oga-Baldwin, W. L. Q.Fryer, L. K. (2020) Profiles of language learning motivation: Are new and own languages different?. Learning and Individual Differences, 79 ,101852

Oga-Baldwin, W. L. Q.Nakata, Y. (2020) How teachers promote young language learners’ engagement. Language Teaching for Young Learners, 2(1) ,101–130

Meristo, M. (2020) La satisfaction des besoins psychologiques fondamentaux et la motivation pour apprendre le français langue étrangère chez des étudiants estoniens universitaires. Synergies pays riverains de la Baltique, 14 ,27-39

Munoz-Restrepo, A.Ramirez, M.Gaviria, S. (2020) Strategies to enhance or maintain motivation in learning a foreign language. Profile: Issues in Teachers’ Professional Development, 22(1) ,175-188

Parrish, A. (2020) Modern foreign languages: decision-making, motivation and 14–19 schools. Cambridge Journal of Education, 50(4) ,469-481

Oga-Baldwin, W. L. Q. (2019) Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning. System, 86 ,102128

Oga-Baldwin, W. L. Q.Fryer, L. K.Larson-Hall, J. (2019) The critical role of the individual in language education: New directions from the learning sciences. System, 86 ,102118

Alamer, A.Lee, J. (2019) A motivational process model explaining L2 Saudi students’ achievement of English. System, 87 ,102133

McEown, M. S., Oga-Baldwin, W. L. Q. (2019) Self-determination for all language learners: New applications for formal language education. , System , 86 (pp. 102124) doi: 10.1016/j.system.2019.102124

Noels, K.A.Vargas Lascano, D.I.Saumure, K. (2019) The development of self-determination across the language course: Trajectories of motivational change and the dynamic interplay of psychological needs, orientations, and engagement. Studies in Second Language Acquisition, ,1-31

Parrish, A.Lanvers, U. (2019) Student motivation, school policy choices and modern language study in England. The Language Learning Journal, 47(3) ,281-298

Oga-Baldwin, W. L. Q.Fryer, L. K. (2018) Schools can improve motivational quality: Profile transitions across early foreign language learning experiences. Motivation and Emotion, 42 ,527-545

Lou, N.M.Chaffee, K.E.Vargas-Lascano, D.I.Dincer, A. (2018) Complementary perspectives on autonomy in Self-Determination Theory (SDT) and language learner autonomy (LLA). TESOL Quarterly, 52(1) ,210-220

Lou, N.M., Noels, K.A. (2018) Western and heritage cultural internalizations predict EFL students’ language motivation and confidence. International Journal of Bilingual Education and Bilingualism, ,1-15

Oga-Baldwin, Q.Nakata, Y. (2017) Engagement, gender, and motivation: A predictive model forJapanese young language learners. System, 65 ,151-163

Oga-Baldwin, W. L. Q.Nakata, Y., Ryan, R. M. (2017) Motivating young learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. Contemporary Educational Psychology, 49 ,140-150

Sun, L., Frederick, C.Sanjuan Espejo, P.Cunningham, R. (2016) Can we teach a programming language as a second language?. New Orleans, LA: Proceedings of the ASEE Annual Conference and Exposition,

Noels, K.A.Chaffee, K.E.Lou, N.M.Dincer, A. (2016) Self-determination, engagement, and identity in learning German: Some directions in the psychology of language learning motivation. Fremdsprachen Lehren und Lernen, 45(2) ,12-29

Oga-Baldwin, W. L. Q.Nakata, Y. (2015) Structure also supports autonomy: Measuring and defining autonomy‐supportive teaching in Japanese elementary foreign language classes. Japanese Psychological Research, 57(3) ,167-179

Monteiro, V.Mata, L.,Peixoto, F. (2015) Intrinsic motivation inventory: Psychometric properties in the context of first language and mathematics learning. Psicologia: Reflexão e Crítica, 28(3) ,434-443

Noels, K.A. (2015) Supporting students’ self-determined motivation to learn languages. Contact: English Language Learning Magazine, 41 ,21-32

McEown, E.S., Noels, K.A.Saumure, K.D. (2014) Students’ self-determined and integrative orientations and teachers’ motivational support in a Japanese as a foreign language context. System, 45 ,227-241

McEown, M.S., Noels, K.A.Chaffee, K.E. (2014) In K. Cziser and M. Magid (Ed.), The Interface between the Socio-Educational Model, Self-Determination Theory, and the L2 Motivational System Model. (pp. 19-50) Bristol, UK: Multilingual Matters.

Oga-Baldwin, W. L. Q.Nakata, Y. (2014) Supplementing the elementary foreign language course of study with a self-determination framework. International Journal of Curriculum Development and Practice, 16(1) ,13–26

Noels, K.A. (2013) In M. Apple, D. Da Silva, & T. Fellner (Ed.), Learning Japanese; learning English: Promoting motivation through autonomy, competence and relatedness. (pp. 15-34) Bristol, UK: Multilingual Matters.

Bakar, K. A.Sulaiman, N. F.Rafaai, Z. A. M. (2010) Self-Determination Theory and motivational orientations of Arabic learners: A principal component analysis. GEMA Online Journal of Language Studies, 10(1) ,71-86

Comanaru, R., Noels, K.A. (2009) Self-determination, motivation, and the learning of Chinese as a heritage language. Canadian Modern Language Review, 66 ,131-158

Landry, R.Allard, R.Deveau, K. (2009) Self-determination and bilingualism. Theory and Research in Education, 7 ,203-213

Matos, L.Lens, W., Vansteenkiste, M. (2007) Achievement goals, learning strategies and Language achievement among Peruvian high school students. Psychologica Belgica, 47 ,51-70

McIntosh, C.N., Noels, K.A. (2004) Self determined motivation for language learning: The role of need for cognition and language learning strategies. Zeitshrift für Interculturellen Fremdsprachunterricht, 9(2)

Noels, K., Pelletier, L. G.Clement, R., Vallerand, R. J. (2003) Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 53(51) ,33-64

Noels, K. A. (2001) Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication style. Language Learning, 51 ,107-144

Noels, K.A., Pelletier, L. G.Clément, R., Vallerand, R. J. (2000) Why are you learning a second language? Orientations and Self-Determination Theory. Language Learning, 50 ,57-85