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Introducing the Basic Psychological Needs Frustration in Second Language Scale (BPNF-L2): Examining its factor structure and effect on L2 motivation and achievement.
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Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom..
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Motivational patterns of emergent and fully bilingual children learning English and Japanese at an international school.
International Journal of Bilingualism, 27(5) ,618–633
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Opening the “Black Box”: How out-of-class use of Duolingo impacts Chinese junior high school students’ intrinsic motivation for English.
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Sustaining language learner well-being and flourishing: A mixed-methods study exploring advising in language learning and basic psychological need support.
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How autonomy-supportive learning environments promote Asian international students’ academic adjustment: a self-determination theory perspective.
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Autonomy support beyond the language learning classroom: A self-determination theory perspective.
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Modeling the interplay of EFL learners’ basic psychological needs, grit and L2 achievement.
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Self-Determination Theory: A proposed framework for self-access language learning.
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University students’ motivation to study the French language: A time trend study.
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Basic psychological need satisfaction and continued language learning during a pandemic: A structural equation modelling approach.
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Having a single language interest autonomously predicts L2 achievement: Addressing the predictive validity of L2 grit.
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Autonomy, competence, relatedness, and beneficence: Exploring the interdependence of basic needs satisfaction in postsecondary world language education.
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The causal relationship between learner motivation and language achievement: New dynamic perspective.
Applied Linguistics, ,1-22
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Using WhatsApp increases language students’ self-motivation and achievement, and decreases learning anxiety: A self-determination theory approach.
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Basic psychological needs, motivational orientations, effort, and vocabulary knowledge: A comprehensive model.
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Self-Determination mini-theories in second language learning: A systematic review of three decades of research.
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Measuring Motivation in English schools: The Appeal of Self-Determination Theory.
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Motivational profiles of learners of multiple foreign languages: A self-determination theory perspective.
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Exploring the motivation of the older Chinese people learning English in China: A case study in a senior college in Guangdong.
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Exploring a self-directed interactive app for informal EFL learning: A self-determination theory perspective.
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Taking root: Establishing Self-Determination Theory as a fertile framework for the psychology of language learning.
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Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective.
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Feminisation, masculinisation and the other: Re-evaluating the Language Learning Decline in England.
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Construct validation of Self-Determination Theory in second language scale: The bifactor exploratory structural equation modeling approach.
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Student perceptions on the motivational pull of Teaching Proficiency through Reading and Storytelling (TPRS): A self-determination theory perspective.
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Promoting positive feelings and motivation for language learning: the role of a confidence- building diary.
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La satisfaction des besoins psychologiques fondamentaux et la motivation pour apprendre le français langue étrangère chez des étudiants estoniens universitaires.
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Profiles of language learning motivation: Are new and own languages different?.
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Strategies to enhance or maintain motivation in learning a foreign language.
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Show them how, but don’t intrude: Autonomy support promotes EFL classroom attendance and achievement, teacher control hinders it.
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The critical role of the individual in language education: New directions from the learning sciences.
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Student motivation, school policy choices and modern language study in England.
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Self-determination for all language learners: New applications for formal language education.
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The development of self-determination across the language course: Trajectories of motivational change and the dynamic interplay of psychological needs, orientations, and engagement.
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Schools can improve motivational quality: Profile transitions across early foreign language learning experiences.
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Western and heritage cultural internalizations predict EFL students’ language motivation and confidence.
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Motivating young learners: A longitudinal model of self-determined motivation in elementary school foreign language classes.
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Can we teach a programming language as a second language?.
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Self-determination, engagement, and identity in learning German: Some directions in the psychology of language learning motivation.
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Structure also supports autonomy: Measuring and defining autonomy‐supportive teaching in Japanese elementary foreign language classes.
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Intrinsic motivation inventory: Psychometric properties in the context of first language and mathematics learning.
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Students’ self-determined and integrative orientations and teachers’ motivational support in a Japanese as a foreign language context.
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Supplementing the elementary foreign language course of study with a self-determination framework.
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Self-Determination Theory and motivational orientations of Arabic learners: A principal component analysis.
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Self-determination, motivation, and the learning of Chinese as a heritage language.
Canadian Modern Language Review, 66 ,131-158
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Achievement goals, learning strategies and Language achievement among Peruvian high school students.
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Self determined motivation for language learning: The role of need for cognition and language learning strategies.
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Why are you learning a second language? Motivational orientations and self-determination theory.
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