Location of Repository

The motivation of junior high school pupils to learn English in provincial Indonesia

By Mertin Veevers Lamb


The purpose of this work is to explore the motivation of young Indonesians to learn English over the first two years of formal study in a provincial junior high school. The\ud national education system has always struggled to produce competent users of the language, yet the country's need for such graduates is never greater than at the beginning of the 21" century as it responds to the social, economic and political challenges of globalization. Meanwhile motivation has always been recognised as an important factor in language learning success, but recent work has stressed its\ud complexity and changeability over time and in particular contexts, encouraging the possibility of new discoveries in this academically unexplored territory.\ud \ud Defining motivation as a dynamic constellation of contextually sensitive cognitions and affects stimulating individuals to learn, the study adopted a mixed method strategy, using questionnaires at beginning and end of the 20-month research period to track motivational trends across the whole school year group (n = 195) and developing indepth portraits of 12 individuals through interview and classroom observation at three points. The eight school English teachers were also interviewed at the beginning.\ud \ud Results showed a very high level of motivation to learn English, reflected in much autonomous learning of the language outside of school. Although there was evidence\ud of dissatisfaction with aspects of school English lessons, this motivation was largely sustained throughout the period under study and appeared to contribute to significant\ud gains in competence in the language among some learners. It is argued that this motivation derives its strength from identification processes, nurtured and developed\ud through social interaction at home and in the community, which encouraged many young Indonesians in this context to view English as integral to their future lives. 'Me\ud study strongly suggests that understanding differences in the way learners identify with the language is an important direction for future research into L2 motivation in general.\ud Understanding how schools and teachers promote or challenge pupils' L2 identities could lead to improvements in language pedagogy\u

Publisher: School of Education (Leeds)
Year: 2007
OAI identifier: oai:etheses.whiterose.ac.uk:261

Suggested articles



  1. (2001). (S)econd (L)anguage (A)ctivity theory: understanding second language learners as people. In
  2. 1). Learner. 4 utonomy. 1: Definitions, Issues and Problems.
  3. (2003). A Chinese conception of willingness to communicate in ESL.
  4. (2004). A discussion of future time perspective. doi
  5. (1993). A longitudinal study of attitudes and motivation in learning English among Japanese seventh-grade students.
  6. (2004). A model of future-oriented motivation and selfregulation. doi
  7. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. doi
  8. (2000). A Nation in Mailing: Indonesia's searchfor stability.
  9. (2000). A Nation in Waiting: Indonesia's searchfor stability.
  10. (1994). A sociocultural perspective on language learning strategies: The role of mediation. doi
  11. (2003). A study of flow theory in the language classroom. doi
  12. (2001). A study of unsuccessful language learners. In
  13. (1957). A Theory of Cognitive Dissonance. doi
  14. (2002). A unified theory of implicit attitudes, stereotypes, self-esteem, and self-concept. doi
  15. (2001). a). Integrative motivation and second language acquisition. In doi
  16. (1998). Active interviewing. In doi
  17. (2005). Affect in life-long leaming: Exploring L2 motivation as a dynamic process. In
  18. (1982). An intergroup approach to second language acquisition. doi
  19. (1999). APA Task Force on Statistical Inference. doi
  20. (1992). Approaches to Research in Second Language Learning. doi
  21. (2002). Appropriating English, expanding identities, and re-visioning the field: From TESOL to Teaching English for Glocalized Communication (TEGCOM). doi
  22. (1985). Aptitude, attitude and motivation in second language proficiency: A test of Cldment's model.
  23. (2000). Asian students' reticence revisited. doi
  24. (1979). Assessment ofIndonesian Education: A guide in planning. Wellington:
  25. (1996). Attitudes and motivation for learning English: A cross-national comparison of Japanese and Chinese high school students. Psychological Reports, doi
  26. (1972). Attitudes and Motivation in Second Language Learning. Rowley MA: doi
  27. (1999). Attitudes and motivation of Turkish students towards learning English. Paper presented at 'Individual Differences' Conference.
  28. (2004). Attitudes and strategies as predictors of self-directed language learning in an EFL context. doi
  29. (2003). Attitudes, motivation and second language learning: A meta-analysis of studies conducted by Gardner and associates. doi
  30. (2002). Autonomy and motivation: Which comes first? doi
  31. (2003). Autonomy in a resource-poor setting: Enhancing the carnivalesque. In
  32. (1998). Available at hftp: //www. kompas. com/komJ)ascetak/0407/08/Pendl N/1 13671 1. htm [accessed 29.01.07]
  33. (2005). Becoming a student: Identity work and academic literacies in early schooling. doi
  34. (2003). Becoming autonomous in an Asian context: Autonomy as a sociocultural process. In
  35. (2005). Beyond Communities ofPractice: Language, power and social context. Cambridge: doi
  36. (2001). Beyond dichotomous characterizations of student learning.
  37. (1997). Beyond pleasure and pain., doi
  38. (2004). Big theories revisited.
  39. (1997). Borrowed identity: Signaling involvement with a Western name. doi
  40. (1998). Bourdieu and Education: Acts ofPraclical Theory.
  41. (1995). Boys into modem languages: An investigation of the discrepancy in attitudes and performance between boys and girls in modem languages. doi
  42. (1995). Breaking with Chinese cultural traditions: Learner autonomy in English language teaching. doi
  43. (1998). By carrot and by rod: Extrinsic motivation and English attainment of tertiary students in Hong Kong. In
  44. Cambridge ESOL Examinations (2007) Common European Framework. Available at http: //www. cambridgees0l. org/exams/cefhtm [accessed 26.1.07].
  45. (2000). Case study and generalization. In doi
  46. (2003). Case study as a research strategy: some ambiguities and opportunities. doi
  47. (2000). Case Study Methods: Key Issues, Key Texts. doi
  48. (1989). Case Study Research: Design and methods. doi
  49. (2001). Changing perspectives on good language learners. doi
  50. (1997). Child andAdolescent Developmentfor Educators.
  51. (2003). Childrees autonomy and perceived control in learning: A model of motivation and achievement in Taiwan. doi
  52. (2000). Children as respondents. In doi
  53. (1998). Cognition as a Collaborative Process. In
  54. (2006). Cognitive and sociocultural perspectives: Two parallel SLA worlds. doi
  55. (1987). Common Knowledge.
  56. (1996). Communication across cultures: Social determinants and acculturative consequences.
  57. (1998). Communities ofPractice: Learning, meaning and identity. Cambridge: doi
  58. (1990). Conceptualizing motivation in foreign-language leaming. doi
  59. (1998). Conceptualizing Willingness to Communicate in a L2: A Situational Model of L2 Confidence and Affiliation. doi
  60. (1979). Consciousness as a problem in the psychology of behaviour. doi
  61. (2002). Creating a scale to measure motivation to achieve academically: Linking attitudes and behaviours using rasch measurement. doi
  62. (2002). Culture, communication and cognition. Talk at NESTA Futurelab Seminar,
  63. (1999). Defining and Developing Autonomy in East Asian Contexts. Applied Linguistics, doi
  64. (2002). Destabilized identities and cosmopolitanism across language and cultural borders: Two case studies.
  65. (1996). Developing a dynamic concept of L2 motivation. In
  66. (1999). Dichotomies, difference and ritual in second language learning and teaching. doi
  67. (1997). Differences in the motivational beliefs of Asian American and non-Asian students. doi
  68. (2001). Doing Qualitative Educational Research. London: Continuum. doi
  69. (2000). Doing Qualitative Research. doi
  70. (1999). Doing-English-Lessons in the reproduction or transformation of social worlds? doi
  71. (1997). Economically disadvantaged preschoolers: Ready to learn but further to go. doi
  72. (2002). Educational motivation and engagement: Qualitative accounts from three countries. doi
  73. (2005). EFA Global Monitoring Report 200314.
  74. (2004). Effects of time perspective on student motivation: Introduction to a special issue. doi
  75. (2003). Engaged participation versus marginal non-participation: A stridently sociocultural approach to achievement motivation. doi
  76. (2005). Ethnologue: Languages ofthe World. doi
  77. (2001). Examining the role of attitudes and motivation outside the formal classroom: A test of the mini-AMTB for children.
  78. (1995). Expanding the motivation construct in language learning. doi
  79. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing? doi
  80. (2002). Explaining successful language learning in difficult circumstances. Prospect: .4n4 ustralian Jo urnal of TESOL,
  81. (2004). Factors that led some students to continue study of foreign language past the usual 2 years in high school. doi
  82. (2001). Fathersrole in the school success of adolescents: A Singapore study.
  83. (1996). Feelings and their motivational implications: Moods and the action sequence. In
  84. (2002). Filial piety': A barrier or a resource. A qualitative case-study of English classroom culture in Hong Kong secondary schools. Unpublished Phd thesis,
  85. (1996). Foreign language motivation: Internal structure and external connections. In
  86. (2002). French is the language of love and stuff: student perceptions of issues related to motivation in learning a foreign language. doi
  87. (2004). Friendships in middle school: Influences on motivation and school adjustment. doi
  88. (1985). From wishes to action: The dead ends and short cuts on the long way to action. In
  89. (2004). Gender differences in representations of the future: Links to motivation. doi
  90. (1998). Girls being quiet: A problem for foreign language classrooms? Language Teaching Research, doi
  91. (2004). Giving up on foreign languages? Students' perceptions of learning French. doi
  92. (2000). Global Culturefindividual Identity.
  93. (2002). Global English and language policies. doi
  94. (2002). Globalization and Language Teaching. doi
  95. Handbook of Child Psychology: Vol 3. Social, emotional and personality development (pp. doi
  96. (1996). Hong Kong Students and their English. doi
  97. (2004). How future goals enhance motivation and learning in multicultural classrooms. doi
  98. (1992). Human Motivation: Metaphors, theories and research.
  99. (2000). Identity and Language Learning: Social processes and educational practice.
  100. (2002). Identity and the Young Language Learner. Clcvedon: Multilingual Matters.
  101. (2001). Improving parental involvement in primary education in Indonesia: Implementation, effects and costs. doi
  102. (1996). In-Service Training Programsfor SLTP English Language Teachers: Report on diagnostic survey, with recommendationsfor program development. Jakarta: Ministry of Education and Culture.
  103. (2000). Increasing the generalizability of qualitative research. In doi
  104. (2001). Individual differences in second language acquisition: attitudes, learner subjectivity, and L2 pragmatic norms. doi
  105. (1997). Input, Interaction and the Second Language Learner. doi
  106. (2005). Integrative motivation and second language acquisition, doi
  107. (2004). Integrative motivation: Changes during a year-long intermediate-level language course. Language Learning, doi
  108. (2006). Integrativeness: untenable for world Englishes learners? doi
  109. (1998). Interaction in second language learning: Two adolescent French immersion students working together. doi
  110. (1996). Interaction in the Language Curriculum. doi
  111. (1998). Interpersonal Dynamics in Second Language Education: The visible and invisible classroom. Thousand Oaks CA:
  112. (2001). Interpreting Qualitative Data. doi
  113. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. doi
  114. (1997). Intrinsic motivation and effective teaching: a flow analysis. In doi
  115. (1985). Intrinsic Motivation and Setf-determination in Human Behaviour. doi
  116. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization and choice. doi
  117. (2003). Intrinsic motivation and young language learners: the impact of the classroom environment. doi
  118. (2003). Introduction: Culture and learner autonomy. In doi
  119. (2004). It's all becoming a habitus': beyond the habitual use of habitus in educational research. doi
  120. (2002). Japanese fragments: An exploration in cultural perception and duality.
  121. (2003). Kata Pengantar: Mata Pelajaran Bahasa Inggris. Pusat Kurikulum Balitbang Depdiknas. Available:
  122. (2002). KommunikasiAktifBahasa Inggris. Solo:
  123. (2004). Kurikulum Berbasis Kompetensi. Jakarta: Departmen Pendidikan Nasional. Available at bttll: //www.
  124. (2004). Kurikulurn
  125. (1994). L2 motivation as a qualitative construct.
  126. (1994). Language learning motivation: Expanding the theoretical framework. doi
  127. (1990). Language Learning Strategies: What Every Teacher Should Know. doi
  128. (2006). Language motivation in a reconfigured Europe: access, identity, autonomy. doi
  129. (2000). Language motivation revisited. doi
  130. (2003). Language Policy. Cambridge: doi
  131. (1990). Language Teaching Methodology. Hemel Hempstead: doi
  132. (2001). Language, class and identity: Teenagers fashion themselves through language. doi
  133. (1996). Language, identity and adjustment: The role of linguistic self-confidence in the acculturation process. doi
  134. (1997). Language, identity, and the ownership of English. doi
  135. (2006). Language, learning and identification. In
  136. (2005). Latent motivational change in an academic setting: A 3-year longitudinal study. doi
  137. (1968). ldentity. ý Youth and crisis.
  138. (1989). Learner Autonomy Across Cultures: Language Education Perspectives. Basingstoke: Palgrave Macmillan.
  139. (2003). Learner autonomy as agency in sociocultural settings. In doi
  140. (1996). Learner culture and learner autonomy in the Hong Kong Chinese context. In
  141. (2005). Learners' constructions of identities and imagined communities. In
  142. (2005). Learners'Slories: Difference and Diversity in Language Learning. Cambridge:
  143. (2000). Learning English at School: Identity, social relations and classroom practice. doi
  144. (2000). Learning Spanish as a second language: Learners' orientations and perceptions of their teachers' communicative style. doi
  145. (2000). Literacy and Language Teaching. doi
  146. (1984). Literacy in Theory and Practice. Cambridge: doi
  147. (2005). London: Centre for Information on Teaching Languages. doi
  148. (2007). Looking outwards, not inwards. doi
  149. (1989). Lost in Translation: 4 Life in a New Language.
  150. (2001). Making sense of success and failure: The role of the individual in motivation theory.
  151. (1992). Making the Grade: a sey'-worth perspective on motivation and school reform. Cambridge: doi
  152. (1986). Matthew effects in reading: some consequences of individual differences in the acquisition of literacy.
  153. (1998). May I see uour warrant, please?: Justifying outcomes in qualitative research. doi
  154. (2000). Metaphors of the self: searching for young people's identity through interviews.
  155. (2004). Mind, language and epistemology: Toward a language socialization paradigm for SLA. doi
  156. (1998). Mixed Methodology. - Combining Qualitative and Quantitative Approaches. Thousand Oaks CA and London: doi
  157. (1999). Motivating Language Learners.
  158. (1996). Motivating others: Nurturing inner motivational resources.
  159. (1995). Motivation and achievement in collectivist and individualist cultures,
  160. (1997). Motivation and contemporary socio-constructivist instructional perspectives. doi
  161. (2006). Motivation and gender doi
  162. (1994). Motivation and motivating in the foreign language classroom. doi
  163. (1954). Motivation and Personality. doi
  164. (1994). Motivation and schooling in the middle grades. doi
  165. (1991). Motivation and. 4ction. doi
  166. (2003). Motivation as a socially mediated process. In
  167. (1998). Motivation in action: A process model of L2 motivation.
  168. (2000). Motivation in action: Towards a process-oriented conception of student motivation. doi
  169. (2007). Motivation to learn Ancient Greek in Greek State Education: Unpublished Phd Thesis,
  170. (1998). Motivation to succeed. doi
  171. (2006). Motivation, Language Attitudes and Globalization: A Hungarian perspective.
  172. (1994). Motivation, self-confidence and group cohesion in the foreign language classrooom. Language Learning, doi
  173. (2005). Motivators that do not motivate: The case of Chinese EFL learners and the influence of culture on motivation. doi
  174. (1996). Multiple discourses, multiple identities: Investment and agency in second language learning among Chinese adolescent immigrant students.
  175. (2005). National Plus' schools require close monitoring, The Jakarta Post.
  176. (1985). Naturalistic Inquiry. doi
  177. (2001). Notions of self in foreign language learning: A qualitative analysis.
  178. (1997). Observation from an ecological perspective. doi
  179. (2005). October). Children taught to speak their mind. The Jakarta Post.
  180. (1998). Orientations and motivation in the acquisition of English as a Second Language among High School students in Quebec City. doi
  181. (1983). Orientations in second language acquisition: The effects of ethnicity, milieu and target language on their emergence. doi
  182. (1998). Out-of-class use of English by secondary school students in a Hong Kong Anglo-Chinese school. AM dissertation, doi
  183. (1977). Outline ofa Theory ofPractice (R. Nice Trans. doi
  184. (2006). Pelajaran bahasa asing di sekolah: Adakah yang salah?
  185. (1993). Perceived self-efficacy in cognitive development and functioning. doi
  186. (2006). Perceptions of varieties of spoken English. In
  187. (2004). Placing motivation and future time perspective theory in a temporal perspective. doi
  188. (2006). Popular discourse on identity politics and decentralisation in Tanjung Pinang public schools. Asia Pacific Viewpoint, doi
  189. (1986). Possible selves. doi
  190. (2002). Poststructuralist Approaches to the Study of Social Factors in L2.
  191. (2006). Preview article: The multilingual subject.
  192. (1943). Principles ofBehaviour: An introduction to behaviour theory. New York: Appleton-Century-Crofts. 289 ldrus, N. (2000,26th September). Education: Sad facts in Indonesia. The Jakarta Post,
  193. (2000). Principles ofLanguage Learning and Teaching.
  194. (2000). Problematizing interview data: Voices in the mind's machine? doi
  195. (1989). Procedural display and classroom lessons. doi
  196. (1998). Promotion and prevention: regulatory focus as a motivational principle. doi
  197. (1997). Psychologyfor Language Teachers. Cambridge:
  198. (1998). Pupils' perceptions of the foreign language leaming experience. doi
  199. (1984). Qualitative Data Analysis: a sourcebook ofnew methods. Newbury Park and London:
  200. (2003). Questionnaires in Second Language Research. Mahwah NJ: Lawrence Erlbaurn Associates.
  201. (1993). Real World Research. doi
  202. (2002). Reconstructing rituals: Expressions of autonomy and resistance in a SinoIndonesian school. doi
  203. (2000). Reflections on the biographical turn in social science. In
  204. (2003). Regulation of . motivation: Evaluating an underemphasized aspect of self-regulated learning. doi
  205. (2003). Research Design: Qualitative, Quantitative and Mixed Methods Approaches doi
  206. (1997). Research Methodsfor English Language Teachers. doi
  207. (2000). Researching children's perspectives: a psychological dimension. In
  208. (1999). Resisting Linguistic Imperialism in English Teaching. doi
  209. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. doi
  210. (2002). Rewards and Intrinsic Motivation: Resolving the controversy. doi
  211. (2000). Runaway World. How globalization is reshaping our lives. doi
  212. (1996). Safe-talk: Collusion in apartheid education. In
  213. (1953). Science and Human Behaviour.
  214. (2000). Second language acquisition theory and the truth(s) about relativity. In
  215. (1998). Second language learning by adults: Testimonies of bilingual writers.
  216. (2002). Second language play as a representation of the multicompetent self in foreign language study. doi
  217. (1999). SeIr-theories: Their role in motivation, personality, and development.
  218. (1995). Self-access and culture: Retreating from autonomy. doi
  219. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. doi
  220. (2004). Self-determined motivation for language learning: 'Me role of need for cognition and language learning strategies.
  221. (1987). Self-discrepancy: A theory relating self and affect. doi
  222. (2005). Self-identity changes and English leaming among Chinese undergraduates. World Englishes, doi
  223. (2003). Sex and age effects on willingness to communicate, anxiety, perceived competence and L2 motivation among junior high school French immersion students. Language Learning, doi
  224. (2001). Shifting research on motivation and cognition to an integrated approach to learning and motivation in context.
  225. (2002). Should I stay or should I go? Investigating Cambodian women's participation and investment in adult ESL programs. Adult Education Quarterly, doi
  226. (2001). Situating Second Language Motivation.
  227. (1989). Situation- and Task-Specific Motivation in Foreign-Language Learning and Teaching.
  228. (2003). Social autonomy: Addressing the dangers of culturalism in TESOL. In
  229. (2006). Social context and resources for language learning. doi
  230. (1986). Social Foundations of Thought andAction: A social cognitive theory. Englewood Cliffs,
  231. (1974). Social identity and intergroup behaviour. doi
  232. (1996). Social motivation: Goals and social-cognitive processes. A comment. In doi
  233. (1979). Social psychological aspects of second language acquisition. doi
  234. (1985). Social Psychology and Second Language Learning. The Role of Attitude and Motivation. doi
  235. (1996). Society and the Language Classroom. Cambridge:
  236. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. doi
  237. (1998). Speaking and Social Identity. ý English in the lives of urban 4fricans. doi
  238. (2000). Statisticsfor People no (1hink they) Hate Statistics. Thousand Oaks,
  239. (2000). Statisticsfor People no (think they) Hate Statistics. Thousand Oaks, doi
  240. (2001). Student motivation and self-regulation as a function of Future Time Perspective and Perceived Instrumentality.
  241. (1989). Student/teacher relations and attitudes toward mathematics before and after the transition to junior high schools. Child Development, doi
  242. (1999). Students' developing conceptions of themselves as language learners. doi
  243. (1998). Studying thefirst year students'experience ofwriting their reflection journals with the use ofa web-based system.
  244. (2000). Subjectivity and schooling in a longitudinal study of secondary students. doi
  245. (1998). Teacher efficacy: Its meaning and measure. Review ofEducational Research, doi
  246. (2001). Teaching and Researching Autonomy. doi
  247. (2000). The "Whaf'and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior. doi
  248. (1992). The Academic Motivation Scale: a measure of intrinsic, extrinsic, and amotivation in education. doi
  249. (1978). The acculturation model for second language acquisition. In doi
  250. The British Council (2000). Global Education and Training Information Service -Indonesia.
  251. The British Council (2003). Global Education and Training Information Service -Indonesia.
  252. (2000). The case study method in social inquiry. In doi
  253. (2000). The changing global economy and the future of English teaching. doi
  254. (1966). The Complete Introductury Lectures on Psychoanalysis
  255. (2001). The contexts of individual motivational change. In
  256. (1989). The dynamics of intrinsic motivation: a study of adolescents.
  257. (2002). The Experience ofLanguage Learning.
  258. (2005). The history of education budget controversy.
  259. (2003). The imagined communities of Pakistani school children. doi
  260. (2003). The impact of English as a Global Language on educational policies and practices in the Asia-Pacif ic region. doi
  261. (2002). The implementation of school-based management in Indonesia.
  262. (2004). The influence of attitudes and affect on willingness to communicate and second language communication. doi
  263. (1996). The influence of gender and motivation on EFL learning strategy use in Jordan. In
  264. (1996). The informal curriculum. In
  265. (2002). The interaction of motivation, perception, and environment: One EFL learner's experience. Special Issue q The Hong Kong Journal of, 4pplied )f Linguistics,
  266. (2005). The internal structure of language learning motivation and its relationship to language choice and learning effort. doi
  267. (1988). The Long Interview. doi
  268. (1995). The long-term effects of seventh-grade ability grouping in mathematics. doi
  269. (2003). The Motivated School. London:
  270. (1998). The Nurture 4ssumption.
  271. (1993). The organization of effective secondary schools. In doi
  272. (2003). The ownership of English in Japanese schools. World Englishes, doi
  273. (1997). The philosophy and politics of learner autonomy. In doi
  274. (2002). The psychology of globalization. doi
  275. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah: Lawrence Erlbaum Associates Inc. doi
  276. (1990). The relationships among teacher immediacy behaviours, student motivation and learning. doi
  277. (2004). The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you'll know what you I earn! doi
  278. (2000). The role of individual and social variables in oral task performance. doi
  279. (1985). The social context for language leaming: a neglected situation. " doi
  280. (2003). The Social Turn doi
  281. (1996). The Social World of Children's Learning. doi
  282. (1999). The Social World ofPupil Career.
  283. (2005). The Struggle to Teach English as an International Language. doi
  284. (1994). The Study ofSecond Language Acquisition.
  285. (2000). The Tyranny of Freedom. doi
  286. (2001). The use of popular culture as a stimulus to motivate secondary students' doi
  287. (2004). Theories of engagement and motivation.
  288. (1997). Theorizing social identity. doi
  289. (2003). Toward a more systematic model of L2 learner autonomy.
  290. (1992). Toward a situated approach to ethnolinguistic identity: The effects of status on individuals and groups. doi
  291. (2002). Toward a sociocognitive approach to second language acquisition. doi
  292. (1997). Towards a full model of second language learning: An empirical investigation. doi
  293. (2001). Towards a multilayer model of context and its impact on motivation.
  294. (1989). Towards a reflexive Sociology: A workshop with Pierre Bourdieu. Sociological Theory, doi
  295. (1975). Towards An Analysis OfDiscourse: The English Used By Teachers And Pupils. doi
  296. (1998). Towards discursive social psychology of second language learning: The case of motivation.
  297. (2002). Towards Greater Autonomy in the Foreign Language Classroom.
  298. (1993). Unpublished MEd thesis, doi
  299. (2001). Updating the foreign language agenda. doi
  300. (2001). Using context to enrich and challenge our understanding of motivational theory.
  301. (2002). Using the Mother Tongue: English Teaching professional /
  302. (2003). What enhances language learner's motivation? - High School English learner's motivation from the perspective of Self-Determination Theory.
  303. (1996). When paradigms clash: Comments on Cameron and Pierce's claim that rewards do not undermine intrinsic motivation. doi
  304. (2000). Why are you learning a second language? Motivational orientations and Self-determination theory. Language Learning, doi
  305. (1999). Why do you learn English? "Because the teacher is short. ' A study of Hungarian children's foreign language leaming motivation. doi
  306. (2002). Willingness to Communicate in a second language: The Japanese EFL context. doi
  307. (1997). Working with, 4dolescents: Constructing identity. doi

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.