Indefatigable Willingness to Accomplish Objectives: The Relationship Between EFL Learners’ Motivation and Autonomy
Abstract
Keywords
Full Text:
PDF FULL PAPERReferences
Bravo, J.C &. Intriago, E. A & Holguín, J.V. & Garzon G.M & Arcia, L.O (2017). Motivation and Autonomy in Learning English as Foreign Language: A Case Study of Ecuadorian College Students English Language Teaching; 10(2), 9-11.
Brown, H. D. (2000). Principles of language learning and teaching. New Jersey: Prentice Hall.
Chan, V. (2003). Autonomous language learning: The teachers’ perspectives. Teaching in Higher Education, 8(1), 33-54.
Chang, H. H. (2004). The relationship between extrinsic/intrinsic motivation and language learning strategies among college students of English in Taiwan. Unpublished master’s thesis, Ming Chuan University, Taiwan.
Cheng, M. C., & Cheng, T. P. (2013). Reflections of the Role of Motivation on Learning English for Successful College EFL Learners in Taiwan. World Journal of Education, 2(5), 8- 14.
Cotterall, S. (1999). Key variables in language learning: What do learners believe about them? System 27(1) 493–513.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: 7 Plenum
Deci, E.L., Koestner, R., & Ryan, R.M. (2001). Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again. Review of Educational Research, 71, 1-27.
Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press.
Dörnyei, Z. (2001). Teaching and researching motivation. Harlow, UK: Pearson Education Ltd.
Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research 2(3), 203–229.
Dörnyei, Z., & Ushioda, E. (2013). Teaching and researching: Motivation. Routledge.
Fazey, D. M. A., & Fazey, J. A. (2001). The potential for autonomy in learning: Perceptions of competence, motivation and locus of control in first-year undergraduate students. Studies in Higher Education, 26(3), 345-361.
Fukuda, S. T., Sakata, H., & Takeuchi, M. (2011). Facilitating autonomy to enhance motivation: Examining the effects of a guided-autonomy syllabus. Electronic Journal of Foreign Language Teaching, 8(1), 71-86.
Fumin, F., & Li, Z. (2012). Teachers’ roles in promoting students’ learner autonomy in China. Canadian Center of Science and Education, 5(4).
Garcia, T., & Pintrich, P. R. (1996). The effects of autonomy on motivation and performance in the college classroom. Contemporary Educational Psychology, 21, 477-86.
Gardner, R. C. (1990). Attitudes, motivation and personality as predictors of success in foreign language learning. In T. Parry (Ed.), Language aptitude reconsidered (pp. 179-221). Englewood Cliffs, NJ: Prentice Hall.
Gardner, R. C. (2006). The socio-educational model of second language acquisition: A research paradigm. EUROSLA Yearbook, 6, 237–260.
Hashemian, M., Heidari Soureshjani, k. (2011). The interrelationship of autonomy, motivation, and academic performance of Persian L2 learners in distance education contexts. Theory and Practice in Language Studies 1(4), 319-326.
Holec, H. (1981). Autonomy in foreign language learning. Oxford: Pergamon.
Hosseini Fahraji, P. (2004). Complexity theory and process paradigm in EFL syllabus design: An action research on learners’ autonomy development. Unpublished master’s thesis, University of Azzahra, Tehran, Iran.
Isatayeva, G., Samanov, I., Mutanova, D., Aytbayeva, N., Saduova, Z., & Beisembayeva, S. (2018). Structural relationship between the motivation to study of the second language (De), stability and the second language knowledge. Xlinguae, 11(3), pp.146-157.
Jafari, A. (2002). The effects of authentic materials on the motivation of Iranian pre-university students. Unpublished master’s thesis, University of Alame, Tehran, Iran.
Januin, J. (2007). Exploring readiness for language learning autonomy among distance learners in Sabah. Sabah: Malaysia.
Kvapil, R. & Siposova, M. (2020). The crisis of contemporary linguistics vs. applied linguistics. Xlinguae, Vol.,1pp.151-168.
Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97, 184-196.
Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1(1), 14-29.
Liu, H. (2015) Learner Autonomy: The Role of Motivation in Foreign Language Learning. Journal of Language Teaching and Research, 6 (6), 1165-1174.
Ma, Z., & Ma, R. (2012). Motivating Chinese Students by Fostering Learner Autonomy in Language learning Theory Pract. Lang. Stud. 2. https://doi.org/10.4304/tpls.2.4.838-842.
Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and Associates. Language Learning 53(5), 167-210.
Najeeb, S. S. R. (2013). Learner Autonomy in Language Learning. Procedia - Soc. Behav. Sci., Akdeniz Language Studies Conference, May, 2012, Turkey 70, 1238-1242. https://doi.org/10.1016/j.sbspro.2013.01.183
Nunan, D. (1997). Designing and adapting materials to encourage learner autonomy. In P. Benson & P. Voller (Eds.), Autonomy and Independence in Language Learning (pp. 192-203). London: Longman.
Oxford, R. L., and Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal 78(1), 12-28.
Penaflorida, A. H. (2002). Nontraditional forms of assessment and response to student writing: A step toward learner autonomy. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 344−353). Cambridge: Cambridge University Press.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research and applications (2nd ed.). New Jersey: Prentice Hall.
Selivanova,O.G., Gromova, C.R., Mashkin, N.A.(2018).Improving student motivation for learning the second foreign language. Xlinguae, Vol.,1pp.218-229.
Sanprasert, N. (2010). The application of a course management system to enhance autonomy in learning English as a foreign language. System, 38(1), 109-123. https://doi.org/10.1016/j.system.2009.12.010
Snodin, N. S. (2013). The effects of blended learning with a CMS on the development of autonomous learning: A case study of different degrees of autonomy achieved by individual learners. Computers & Education, 61, 209-216.
Spratt, M., Humphreys, G., & Chan, V. (2002). Autonomy and motivation: Which comes first? Language Teaching Research, 6, 245-266.
Vaezi, Z. (2008). Language learning motivation among Iranian undergraduate students. World Applied Sciences Journal 5(1), 54-61
Ushioda, E. (1996). Learner Autonomy: The Role of Motivation. Dublin: Authentic Ltd.
Ushioda, E. (2008). Motivation and good language learners’ in lessons from good language learners. Cambridge: Cambridge University Press.
Zhang, L.X., & Li, X.X. (2004). A comparative study on learner autonomy between Chinese students and west European students. Foreign Language World, 4, 15-23.
DOI: https://doi.org/10.33394/jollt.v8i4.2960
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Mohammad Kazemian

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
JOLLT Journal of Languages and Language Teaching (p-issn: 2338-0810 | e-issn: 2621-1378) has been Indexed/Listed by

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.