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Self-Determination mini-theories in second language learning: A systematic review of three decades of research.
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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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Basic psychological needs, motivational orientations, effort, and vocabulary knowledge: A comprehensive model.
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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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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
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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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Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective.
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Measuring Motivation in English schools: The Appeal of Self-Determination Theory.
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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.
Journal of Multilingual and Multicultural Development, Advance Online
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How autonomy-supportive learning environments promote Asian international students’ academic adjustment: a self-determination theory perspective.
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Construct validation of Self-Determination Theory in second language scale: The bifactor exploratory structural equation modeling approach.
Frontiers in Psychology, 12 ,732016
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Basic Psychological Needs, Motivational Orientations, Effort, and Vocabulary Knowledge.
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Promoting positive feelings and motivation for language learning: the role of a confidence- building diary.
Innovation in Language Learning and Teaching, 15(5) ,458-472
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
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Feminisation, masculinisation and the other: Re-evaluating the Language Learning Decline in England.
The Language Learning Journal, 51(1) ,94-111
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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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Show them how, but don’t intrude: Autonomy support promotes EFL classroom attendance and achievement, teacher control hinders it.
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Strategies to enhance or maintain motivation in learning a foreign language.
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Self-determination for all language learners: New applications for formal language education.
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Student motivation, school policy choices and modern language study in England.
The Language Learning Journal, 47(3) ,281-298
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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.
Studies in Second Language Acquisition, ,1-31
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Western and heritage cultural internalizations predict EFL students’ language motivation and confidence.
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Schools can improve motivational quality: Profile transitions across early foreign language learning experiences.
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Motivating young learners: A longitudinal model of self-determined motivation in elementary school foreign language classes.
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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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Structure also supports autonomy: Measuring and defining autonomy‐supportive teaching in Japanese elementary foreign language classes.
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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.
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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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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 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
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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? Motivational orientations and self-determination theory.
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Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication style.
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Show them how, but don’t intrude: Autonomy support promotes EFL classroom attendance and achievement, teacher control hinders it.
Language Teacher, 5
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Promoting positive feelings and motivation for language learning: the role of a confidence- building diary.
Innovation in Language Learning and Teaching, 15(5) ,458-472
