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1	The Impact of Game Elements on Learner Motivation: Influence of Initial Motivation and Player Profile
	Reyssier, Stéphanie; HALLIFAX, Stuart; Serna, Audrey...
	In: EISSN: 1939-1382 ; IEEE Transactions on Learning Technologies ; https://hal.univ-lyon2.fr/hal-03579428 ; IEEE Transactions on Learning Technologies, Institute of Electrical and Electronics Engineers, In press, ⟨10.1109/TLT.2022.3153239⟩ (2022)
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2	LEARNER NEEDS RECOGNITION AS A REQUIREMENT IN MODERN LANGUAGE EDUCATION ... : УЧАЩИЕСЯ ТРЕБУЕТСЯ ПРИЗНАНИЕ КАК ТРЕБОВАНИЕ В СОВРЕМЕННОМ ЯЗЫКОВОМ ОБРАЗОВАНИИ ...
	Minnikulov, Islom Urol Ugli. - : Oriental renaissance: Innovative, educational, natural and social sciences, 2022
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3	Exploring Vietnamese first-year English-major students’ motivation: A longitudinal, mixed-methods investigation
	Hoang, Thinh Quoc. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
	In: Theses: Doctorates and Masters (2021)
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4	Duolingo and HelloTalk: analyzing and evaluating language learning applications using SLA theory and user feedback
	Schroeder, Robert Charles. - 2021
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5	The Effects of Classroom Intervention Strategies on Language Learner Motivation
	Máirín Kelly
	In: Teanga: The Journal of the Irish Association for Applied Linguistics , Vol 28 (2021) (2021)
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6	Learner autonomy among students of French as a foreign language in a tertiary context
	Meral Özkan Gürses
	In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 85-108 (2021) (2021)
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7	Autonomy in the Age of Multilingualism
	Benson, P.; Lamb, T.. - : Routledge, 2021
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8	Directed motivational currents: An agenda for future research
	Christine Muir; Ozge Gumus
	In: Eurasian Journal of Applied Linguistics, Vol 6, Iss 3, Pp 501-519 (2020) (2020)
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9	Motivational teaching practices from EFL learners’ perspective at tertiary level in Yemen
	Waleed Mohammed A. Ahmed; Ali Saleh Al-Ward
	In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 3, Pp 695-703 (2020) (2020)
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10	Changing mindsets in the modern foreign languages classroom: An intervention combining intelligence theories and reading strategies
	Molway, LJ; Mutton, T. - 2019
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11	The Effect of Two-Way Immersion on Students' Attitudes Toward Education, Other Cultures, and Self-Esteem
	Pedrone, Jonathan
	In: Doctoral Dissertations and Projects (2018)
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12	Chinese EFL learners’ reading motivation: a dynamic systems theory perspective
	Li, Jianjun. - : Sydney, Australia : Macquarie University, 2018
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13	La eficacia de diferentes actividades de aprendizaje de vocabulario en L2 en relación con variables de carácter social e individual
	San-Mateo-Valdehíta, A. (Alicia). - : Servicio de Publicaciones de la Universidad de Navarra, 2018
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14	Learner autonomy dimensions: What motivated and unmotivated EFL students think
	Gamble Craig; Wilkins Michael; Aliponga Jonathan...
	In: Lingua Posnaniensis, Vol 60, Iss 1, Pp 33-47 (2018) (2018)
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15	An experimental tailor-made ESP course: experience of teaching English to students of Economics
	Shirokikh, Anna. - : Editorial Universitat Politècnica de València, 2018
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16	Motivation, Learner Attrition, and the L2 Motivational Self System: A New Zealand Study of Heritage and Non-Heritage University Language Learners
	Olsen, Maxwell Francis. - : University of Otago, 2017
	Abstract: It has been said that, if sufficiently motivated, anyone can learn a second language (Corder, 1967). But it is also true that no one succeeds in learning a second language (L2) if they stop. This study investigated motivation and learner attrition/retention among L2 learners in a New Zealand context. L2 learners’ motivation is subject to various factors, the diversity of which has only been made more apparent by recent research. Previous research has also linked various factors to learners’ continuation or cessation of their L2 studies. One of the most significant developments in recent L2 motivation research is Dörnyei’s (2005) L2 motivational self system (L2MSS), which holds that L2 motivation is determined by a learner’s ideal L2 self, ought-to L2 self, and L2 learning experience. Using the L2MSS as a theoretical framework, the study investigated the extent to which Dörnyei’s system could account for motivation and for learner attrition/retention among university-level learners of foreign languages (FLs) and te reo Māori—the indigenous language of New Zealand. The study also contributed to existing scholarship by exploring the relevance of two further factors to both motivation and learner attrition/retention. The first was a novel construct representing goals unrelated to a learner’s L2 (non-L2 goals); the second was participants’ heritage language (HL) learner status—i.e., whether participants were HL learners of their L2. The study followed a mixed-methods design. Quantitative data were collected through a survey of L2 learners (N = 700) and a follow-up question (N = 416), and data were analyzed using t-tests, confirmatory factor analysis, and structural equation modelling. Interview data from 21 participants underwent a three-level coding process that allowed data to be meaningfully related to the L2MSS. Integration of qualitative and quantitative processes took place throughout the investigation—during sampling, data analysis, and discussion. Findings confirmed that L2 motivation and learner attrition/retention are complex issues affected both by factors clearly linked to L2 learning and by other aspects of learners’ lives—in particular, by learners’ non-L2 goals and ethnolinguistic identities. The study also found, however, that, while several factors played roles with regard to both motivation and learner attrition/retention, L2 learning experience was the most influential factor overall. The findings point to a need for pragmatism regarding the real-world implications of L2 motivation research. They indicate a need for researchers, scholars, and L2 teachers to focus on those factors that have the greatest effect on motivation and learner attrition/retention, and on those that L2 teachers and institutions have the greatest ability to influence. Specifically, this study shows that the best hope for boosting L2 motivation and L2 learner retention lies in making learners’ experiences of L2 learning positive and enjoyable.
	Keyword: Dropout; Enjoyment; Foreign language enjoyment; Heritage language; Indigenous language; L2 motivational self system; Learner attrition; Māori; Motivation; New zealand; Quitting; Sla; Student attrition
	URL: http://hdl.handle.net/10523/7557
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17	Supporting More Successful Language Learning: Approaches for Helping Post-secondary Learners in Three Contexts
	Elaine Kolker Horwitz; Lama Nassif; Duygu Uslu-Ok...
	In: Eurasian Journal of Applied Linguistics, Vol 3, Iss 2, Pp 99-120 (2017) (2017)
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18	A Phenomenological Study of Learner Autonomy in Less Commonly Taught Languages (Swahili)
	Mose, Patrick O.
	In: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1476790242625274 (2016)
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19	Using authentic cultural materials in Estonian secondary EFL instruction
	Viktoria Peter; Liljana Skopinskaja; Suliko Liiv
	In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 12, Pp 187-200 (2016) (2016)
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20	言語学習者の学習促進に向けて―外国語としての英語学習 (EFL) におけるメディア利用法― ; Using Media to Motivate and Promote Language Production in the English as a Foreign Language Classroom
	Bergeron, Sylvain; ベルジュロン, シルヴァン. - : 群馬大学国際教育・研究センター, 2015
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