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
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
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
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
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
Cho, H. J., Levesque, C. S.Yough, M. (2022)
How autonomy-supportive learning environments promote Asian international students’ academic adjustment: a self-determination theory perspective.
Learning Environments Research, Advance Online
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
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
Alamer, A.Al Khateeb, A., Jeno, L. M. (2022)
Using WhatsApp increases language students’ self-motivation and achievement, and decreases learning anxiety: A self-determination theory approach.
Journal of Computer Assisted Learning, ,1-15
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
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
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
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
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
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
Olga-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
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
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
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
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
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
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
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)