Language Learning

Al-Hoorie, A. H.Quint Oga-Baldwin, W. L.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

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

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

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

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

Alamer, A. (2021) Basic Psychological Needs, Motivational Orientations, Effort, and Vocabulary Knowledge. Studies in Second Language Acquisition, ,1-21

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. (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

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

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

McEown, M. S.Oga-Baldwin, W. L. Q (2019) Self-determination for all language learners: New applications for formal language education. System, 86 ,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

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, 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

Oga-BaldwinW. L. Q., Nakata, 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

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

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

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

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.

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

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

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

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

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

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,