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Basic Psychological Needs, Motivational Orientations, Effort, and Vocabulary Knowledge.
Studies in Second Language Acquisition, ,1-21
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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
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Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling.
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Shelton-Strong, S. J.Mynard, J. (2020)
Promoting positive feelings and motivation for language learning: the role of a confidence- building diary.
Innovation in Language Learning and Teaching,
Shelton-Strong, S. J. (2020)
Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective.
Language Teaching Research, 00(0) ,1–23
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
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
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
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Can we teach a programming language as a second language?.
New Orleans, LA: Proceedings of the ASEE Annual Conference and Exposition,
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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.
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Students’ self-determined and integrative orientations and teachers’ motivational support in a Japanese as a foreign language context.
System, 45 ,227-241
Noels, K.A. (2013)
In M. Apple, D. Da Silva, & T. Fellner (Ed.), Learning Japanese; learning English: Promoting motivation through autonomy, competence and relatedness.
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Self-determination, motivation, and the learning of Chinese as a heritage language.
Canadian Modern Language Review, 66 ,131-158
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)
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Why are you learning a second language? Orientations and Self-Determination Theory.
Language Learning, 50 ,57-85
Shelton-Strong, S. J.Mynard, J. (2020)
Promoting positive feelings and motivation for language learning: the role of a confidence- building diary.
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