Individual Differences in Foreign Language Learning: Motivation Focused Review

Yazarlar

Özet

Referanslar

Abdul Rahman, N. A. B. H., & Maarof, N. (2015, November). The effects of communicative activities in reducing engineering students' communication apprehension in Polytechnic. In 2015 Innovation & Commercialization of Medical Electronic Technology Conference (ICMET) (pp. 1–5). IEEE. https://doi.org/10.1109/ICMETC.2015.7449579

Ahmetović, E., Bećirović, S., & Dubravac, V. (2020). Motivation, anxiety and students’ performance. European Journal of Contemporary Education, 9(2), 271-289.

Akdemir, A.S. (2019). Age, gender, attitudes and motivation as predictors of willingness to listen in L2. Advances in Language and Literary Studies ,10(2),72-79.

Annamalai, N., Eltahir, M. E., Zyoud, S. H., Soundrarajan, D., Zakarneh, B., & Al Salhi, N. R. (2023). Exploring English language learning via chabot: A case study from a self-determination theory perspective. Computers and Education: Artificial Intelligence, 100148.

Ariane, R., & Pascale, H. (2012). The impact of age and gender on the learners’ motivation and attitudes towards French in secondary education in Flanders. Proceedings of INTED2012.Valencia, Spain.

Ay, S. (2014). on individual differences affecting foreign language teaching. Dil Dergisi (163), 5-18. https://doi.org/10.1501/Dilder_0000000203

Azarnoosh, M., & Birjandi P. (2012). Junior high school students’ L2 motivational self-system: Any gender differences? World Applied Sciences Journal, 20(4), 577-584.

Baker, S. C., & MacIntyre, P. D. (2000). The role of gender and immersion in communication and second language orientations. Language Learning, 50(2), 311-341.

Bozkurt, A., & R. C. Sharma. (2020). Emergency remote teaching in a time of global crisis due to coronavirus pandemic. Asian Journal of Distance Education 15(1), 1-6.

Carrillo, C., & Flores,M. (2020): COVID-19 and teacher education: a literature review of online teaching and learning practices, European Journal of Teacher Education, 43(4), 466-487.

Cohen, A. D., & Dörnyei, Z. (2002). Focus on the language learner: In motivation, styles, and strategies. N. Schmitt (Ed.) An introduction to applied linguistics (pp. 170–190). London: Arnold.

Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the Research Agenda. Language Learning,41,469-512.

Deci, E. L. (1972). The effects of contingent and noncontingent rewards and controls on intrinsic motivation. Organizational Behavior and Human Performance, 8(2), 217–229.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Berlin: Springer Science & Business Media.

Deci, E. L., Vallerand, R. J., & Pelletier, L. G., et al. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3-4), 325–346.

Dörnyei, Z. (1990). Conceptualizing motivation in foreign‐language learning. Language Learning, 40(1), 45–78.

Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135.

Dörnyei, Z. (1999a). Motivation. J. Verschueren, J.Ostmann, J. Blommaert & C. Bulcaen (Ed.), In Handbook of pragmatics (pp. 1–22). Amsterdam: John Benjamins.

Dörnyei, Z. (1999b). Motivation. In B. Spolsky (Ed.), Concise encyclopedia of educational linguistics (pp. 525–532). Oxford: Pergamon.

Dörnyei, Z. (2000). Motivation. In M. Byram (Ed.), Routledge encyclopedia of language teaching and learning (pp. 425–432). London: Routledge.

Dörnyei, Z. (2000a). Motivation in action: towards a process-oriented conceptualization of student motivation. British Journal of Educational Psychology, 70, 519―538.

Dörnyei, Z. (2000b). Teaching and researching motivation. Harlow: Longman.

Dörnyei, Z. (2001a). New themes and approaches in second language motivation research. Annual Review of Applied Linguistics, 21, 43–59.

Dörnyei, Z. (2001b). Teaching and researching motivation. Harlow: Longman.

Dörnyei, Z. (2001c). Teaching and researching motivation. Essex, UK: Pearson.

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.

Dörnyei, Z., & Clément, R. (2001). Motivational characteristics of learning different target languages. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 399-432). Honolulu, HI: Second Language Teaching & Curriculum Center, University of Hawaii.

Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, (Thames Valley University, London), 4, 43–69.

Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. J. Doughty and M. H. Long (Eds.), The handbook of second language acquisition (pp.589-630). New York: Blackwell Publishing.

Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Clevedon, England: Multilingual Matters.

Ellis, R. (1994). The study of second language acquisition. New York: Oxford University Press.

Ellis, R. (2022). Foreword. In S. Li, P. Hiver, & M. Papi (Eds.), The Routledge handbook of second language acquisition and individual differences (pp. 310–330). Routledge.

Fageeh, A., & Mekheimer, M. A. A. (2013). Effects of blackboard on EFL academic writing and attitudes. JALT CALL Journal, 9(2), 169-196.

Far, H. R., Rajab, A. B., & Etemadzadeh, A. (2012). Examining the relationship between L2 motivational self-system and L2 learning among TESL students. US-China Foreign Language, 10(6), 1266-1270.

Fryer, L. K., Nakao, K., & Thompson, A. (2019). Chatbot learning partners: Connecting learning experiences, interest and competence. Computers in Human Behavior, 93, 279–289. https://doi.org/10.1016/j.chb.2018.12.023

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitude and motivation. London: Edward Arnold.

Gardner, R.C. (2001). Integrative motivation and second language acquisition. In Dörnyei, Z., Schmidt, R., (Ed.), Motivation and second language acquisition (pp.1-20). Second Language Teaching and Curriculum Center, University of Hawaii, Manoa.

Gardner, R. C., & Tremblay, P. F. (1994). On motivation, research agendas and theoretical frameworks. Modern Language Journal, 78, 359-368.

Gardner, R.C. & Lambert, W.E. (1972). Motivational variables in second language acquisition. In R.C. Gardner & W. Lambert (eds.) Attitudes and motivation in second language learning. (pp. 119-216). Rowley, MA: Newbury House.

Ghanbarpour, M. (2014). Instrumental and integrative orientations: Predictors of willingness to communicate in the Iranian EFL context. Iranian Journal of Language Teaching Research 2(2), 87-103.

Ghenghesh, P. (2010). The motivation of L2 learners: Does it decrease with age? English Language Teaching, 3, 128-141.

Gillett-Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 20-30.

Gonzales, D.R. (2001). The effects of aptitude and motivation on the acquisition of Efl in young learners (Unpublished Master’s thesis). Universitat de Barcelona.

Griffiths, C. (2008). Lessons from good language learners. Cambridge: University Press.

Halim, M. S. A. A., & Hashim, H. (2019). Integrating web 2.0 technology in ESL classroom: A review on the benefits and barriers. Journal of Counseling and Educational Technology, 2(2), 1-8.

Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Boston, MA: Center for Curriculum Redesign.

Holmes, W., Bialik, M., & Fadel, C. (2023). Artificial intelligence in education. Globethics Publications. https://doi.org/ /10.58863/20.500.12424/4276068

Hong, Y.C., & Ganapathy, M. (2017). To investigate ESL students’ instrumental and integrative motivation towards English language learning in a Chinese school in Penang: Case study. English Language Teaching, 10(9), 17-35.

Kamiluddin, U. (2019). Motivation and learning style: Do they correlate with language proficiency. Journal of English Teaching in Foreign Language Context,4(1),1-13.

Kissau, S. (2006). Gender differences in second language motivation: An investigation of micro-and macro-level influences. Canadian Journal of Applied Linguistics, 9, 73-96.

Li, S., Hiver, P., & Papi, M. (2022). The Routledge handbook of second language acquisition and individual differences. Routledge.

Liu, H., & Chen, C. (2015). A comparative study of foreign language anxiety and motivation of academic- and vocational-track high school students. English Language Teaching, 8(3),193-204.

Luckin, R., Holmes, W., & Griffiths, M., et al. (2016). Intelligence unleashed: an argument for AI in education. Pearson Education, London.

MacIntyre, P. (2002). 3. Motivation, anxiety and emotion in second language acquisition. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 45-68). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.2.05mac

Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy 41(3): 492–505.

Nasihah, M., & Cahyono, B. (2017). Language learning strategies, motivation, and writing achievement of Indonesian EFL students. Arab World English Journal, 8, 250-263.

Noels, K. A., Pelletier, L. G., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50, 57-85.

Pawlak, M. (2021). Teaching foreign language grammar: New solutions, old problems. Foreign Language Annals, 54, 881–896. https://doi.org/10.1111/flan.12563

Pazilah, F. N., Hashim, H., & Yunus, M. M. (2019). Using technology in ESL classroom. Procedia - Social and Behavioral Sciences, 199, 372 – 380.

Rahman, N.A., & Maarof, N. (2018). The effect of role-play and simulation approach on enhancing ESL oral communication skills. International Journal of Research, 3, 63-71.

Rozmatovna,A. O. (2020). The influence of integrative motivation and instrumental motivation of learning English as a foreign language. Journal of Critical Reviews,7(12),942-945.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.

Saeedakhtar, A., Hamidizare, S., &Abdi, R. (2018). The interplay of motivation and willingness to communicate in four skills: The Iranian perspective. Iranian Journal of English for Academic Purposes, 7(1), 72-95.

Salehpour, G., &Roohani, A. (2020). Relationship between intrinsic/extrinsic motivation and L2 speaking skill among Iranian male and female EFL learners. Bellaterra Journal of Teaching & Learning Language & Literature, 13(1),43-59.

Schumann, J. H. (1999). A neurobiological perspective on affect and methodology in second language learning. Inn J. Arnold (Ed.) Affect in language learning (pp. 28–42). Cambridge: Cambridge University Press.

Şener, S. (2014). Turkish ELT students' willingness to communicate in English. ELT Research Journal, 3(2), 91-109.

Shindler, J. (2010). Transformative classroom management. Positive strategies to engage all students and promote a psychology of success. San Francisco, CA: Jossey-Bass.

Skehan, P. (1991). Individual differences in second language learning. Studies in Second Language Acquisition, 13, 275-298.

Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, https://doi.org/10.3389/fpsyg.2023.1260843

Tragant, E. (2006). Language learning motivation and age. In C. Muñoz (Ed.), SLA: Age and the rate of foreign language learning (pp.237- 267). Bristol: Multilingual Matters.

Ushioda, E. (2001). Language learning at university: Exploring the role of motivational thinking. In: Dörnyei, Z. and Schmidt, R., (eds.) Motivation and second language acquisition(pp. 93-125). Honolulu, HI: University of Hawaii, Second Language Teaching and Curriculum Center.

Ushioda, E. (2003). Motivation as a socially mediated process. In: Little, D. and Ridley, J. and Ushioda, E., (eds.) Learner autonomy in the foreign language classroom: Teacher, learner, curriculum and assessment (pp. 90-102). Dublin, Ireland: Authentik.

Ushioda, E. (2008). Motivation and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 19-35). Cambridge: Cambridge University Press.

Ushioda, E. (2013). The role of students’ attitudes and motivation in second language learning in online language courses. Calico Journal, 23(1), 49–78.

Vallerand, R. J., Pelletier, L.G., & Blais, M. R., et al. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003-1017.

Wang, B. (2009). Motivation and language learning. Asian Social Science, 5(1),98-100.

Williams, M.& Burden, R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.

Wlodwoski, R. J. (1985). Enhancing adult motivation to learn. San Francisco: Jossey Bass.

Wu, X. (2003). Intrinsic motivation and young language learners: The impact of the classroom environment. System, 31(4), 501–517.

Xu, X., Qiao, L., & Cheng, N., et al. (2025). Enhancing self-regulated learning and learning experience in generative AI environments: The critical role of metacognitive support. British Journal of Educational Technology, 56, 1842–1863. https://doi.org/10.1111/bjet.13599

Xu, Y., Wang, D., Collins, P., Lee, H., & Warschauer, M. (2021). Same benefits, different communication patterns:Comparing children’s reading with a conversational agent vs. a human partner. Computers & Education, 161, 104059. https://doi.org/10.1016/j.compedu.2020.104059

Yaşar, H., & Karagucuk, V. (2024). Exploring the relationship between artificial intelligence literacy and English language learning motivation. International Journal of Languages’ Education and Teaching, 12(4), 107-124.

Yolcu, H. H. (2024). Yapay genel zekâ çağında öğretmen rolünün yeniden tanımlanması: öngörüler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi (AUAd), 10(1), 155-167. https://doi.org/10.51948/auad.1383166

Referanslar

Abdul Rahman, N. A. B. H., & Maarof, N. (2015, November). The effects of communicative activities in reducing engineering students' communication apprehension in Polytechnic. In 2015 Innovation & Commercialization of Medical Electronic Technology Conference (ICMET) (pp. 1–5). IEEE. https://doi.org/10.1109/ICMETC.2015.7449579

Ahmetović, E., Bećirović, S., & Dubravac, V. (2020). Motivation, anxiety and students’ performance. European Journal of Contemporary Education, 9(2), 271-289.

Akdemir, A.S. (2019). Age, gender, attitudes and motivation as predictors of willingness to listen in L2. Advances in Language and Literary Studies ,10(2),72-79.

Annamalai, N., Eltahir, M. E., Zyoud, S. H., Soundrarajan, D., Zakarneh, B., & Al Salhi, N. R. (2023). Exploring English language learning via chabot: A case study from a self-determination theory perspective. Computers and Education: Artificial Intelligence, 100148.

Ariane, R., & Pascale, H. (2012). The impact of age and gender on the learners’ motivation and attitudes towards French in secondary education in Flanders. Proceedings of INTED2012.Valencia, Spain.

Ay, S. (2014). on individual differences affecting foreign language teaching. Dil Dergisi (163), 5-18. https://doi.org/10.1501/Dilder_0000000203

Azarnoosh, M., & Birjandi P. (2012). Junior high school students’ L2 motivational self-system: Any gender differences? World Applied Sciences Journal, 20(4), 577-584.

Baker, S. C., & MacIntyre, P. D. (2000). The role of gender and immersion in communication and second language orientations. Language Learning, 50(2), 311-341.

Bozkurt, A., & R. C. Sharma. (2020). Emergency remote teaching in a time of global crisis due to coronavirus pandemic. Asian Journal of Distance Education 15(1), 1-6.

Carrillo, C., & Flores,M. (2020): COVID-19 and teacher education: a literature review of online teaching and learning practices, European Journal of Teacher Education, 43(4), 466-487.

Cohen, A. D., & Dörnyei, Z. (2002). Focus on the language learner: In motivation, styles, and strategies. N. Schmitt (Ed.) An introduction to applied linguistics (pp. 170–190). London: Arnold.

Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the Research Agenda. Language Learning,41,469-512.

Deci, E. L. (1972). The effects of contingent and noncontingent rewards and controls on intrinsic motivation. Organizational Behavior and Human Performance, 8(2), 217–229.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Berlin: Springer Science & Business Media.

Deci, E. L., Vallerand, R. J., & Pelletier, L. G., et al. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3-4), 325–346.

Dörnyei, Z. (1990). Conceptualizing motivation in foreign‐language learning. Language Learning, 40(1), 45–78.

Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135.

Dörnyei, Z. (1999a). Motivation. J. Verschueren, J.Ostmann, J. Blommaert & C. Bulcaen (Ed.), In Handbook of pragmatics (pp. 1–22). Amsterdam: John Benjamins.

Dörnyei, Z. (1999b). Motivation. In B. Spolsky (Ed.), Concise encyclopedia of educational linguistics (pp. 525–532). Oxford: Pergamon.

Dörnyei, Z. (2000). Motivation. In M. Byram (Ed.), Routledge encyclopedia of language teaching and learning (pp. 425–432). London: Routledge.

Dörnyei, Z. (2000a). Motivation in action: towards a process-oriented conceptualization of student motivation. British Journal of Educational Psychology, 70, 519―538.

Dörnyei, Z. (2000b). Teaching and researching motivation. Harlow: Longman.

Dörnyei, Z. (2001a). New themes and approaches in second language motivation research. Annual Review of Applied Linguistics, 21, 43–59.

Dörnyei, Z. (2001b). Teaching and researching motivation. Harlow: Longman.

Dörnyei, Z. (2001c). Teaching and researching motivation. Essex, UK: Pearson.

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.

Dörnyei, Z., & Clément, R. (2001). Motivational characteristics of learning different target languages. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 399-432). Honolulu, HI: Second Language Teaching & Curriculum Center, University of Hawaii.

Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, (Thames Valley University, London), 4, 43–69.

Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. J. Doughty and M. H. Long (Eds.), The handbook of second language acquisition (pp.589-630). New York: Blackwell Publishing.

Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Clevedon, England: Multilingual Matters.

Ellis, R. (1994). The study of second language acquisition. New York: Oxford University Press.

Ellis, R. (2022). Foreword. In S. Li, P. Hiver, & M. Papi (Eds.), The Routledge handbook of second language acquisition and individual differences (pp. 310–330). Routledge.

Fageeh, A., & Mekheimer, M. A. A. (2013). Effects of blackboard on EFL academic writing and attitudes. JALT CALL Journal, 9(2), 169-196.

Far, H. R., Rajab, A. B., & Etemadzadeh, A. (2012). Examining the relationship between L2 motivational self-system and L2 learning among TESL students. US-China Foreign Language, 10(6), 1266-1270.

Fryer, L. K., Nakao, K., & Thompson, A. (2019). Chatbot learning partners: Connecting learning experiences, interest and competence. Computers in Human Behavior, 93, 279–289. https://doi.org/10.1016/j.chb.2018.12.023

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitude and motivation. London: Edward Arnold.

Gardner, R.C. (2001). Integrative motivation and second language acquisition. In Dörnyei, Z., Schmidt, R., (Ed.), Motivation and second language acquisition (pp.1-20). Second Language Teaching and Curriculum Center, University of Hawaii, Manoa.

Gardner, R. C., & Tremblay, P. F. (1994). On motivation, research agendas and theoretical frameworks. Modern Language Journal, 78, 359-368.

Gardner, R.C. & Lambert, W.E. (1972). Motivational variables in second language acquisition. In R.C. Gardner & W. Lambert (eds.) Attitudes and motivation in second language learning. (pp. 119-216). Rowley, MA: Newbury House.

Ghanbarpour, M. (2014). Instrumental and integrative orientations: Predictors of willingness to communicate in the Iranian EFL context. Iranian Journal of Language Teaching Research 2(2), 87-103.

Ghenghesh, P. (2010). The motivation of L2 learners: Does it decrease with age? English Language Teaching, 3, 128-141.

Gillett-Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 20-30.

Gonzales, D.R. (2001). The effects of aptitude and motivation on the acquisition of Efl in young learners (Unpublished Master’s thesis). Universitat de Barcelona.

Griffiths, C. (2008). Lessons from good language learners. Cambridge: University Press.

Halim, M. S. A. A., & Hashim, H. (2019). Integrating web 2.0 technology in ESL classroom: A review on the benefits and barriers. Journal of Counseling and Educational Technology, 2(2), 1-8.

Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Boston, MA: Center for Curriculum Redesign.

Holmes, W., Bialik, M., & Fadel, C. (2023). Artificial intelligence in education. Globethics Publications. https://doi.org/ /10.58863/20.500.12424/4276068

Hong, Y.C., & Ganapathy, M. (2017). To investigate ESL students’ instrumental and integrative motivation towards English language learning in a Chinese school in Penang: Case study. English Language Teaching, 10(9), 17-35.

Kamiluddin, U. (2019). Motivation and learning style: Do they correlate with language proficiency. Journal of English Teaching in Foreign Language Context,4(1),1-13.

Kissau, S. (2006). Gender differences in second language motivation: An investigation of micro-and macro-level influences. Canadian Journal of Applied Linguistics, 9, 73-96.

Li, S., Hiver, P., & Papi, M. (2022). The Routledge handbook of second language acquisition and individual differences. Routledge.

Liu, H., & Chen, C. (2015). A comparative study of foreign language anxiety and motivation of academic- and vocational-track high school students. English Language Teaching, 8(3),193-204.

Luckin, R., Holmes, W., & Griffiths, M., et al. (2016). Intelligence unleashed: an argument for AI in education. Pearson Education, London.

MacIntyre, P. (2002). 3. Motivation, anxiety and emotion in second language acquisition. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 45-68). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.2.05mac

Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy 41(3): 492–505.

Nasihah, M., & Cahyono, B. (2017). Language learning strategies, motivation, and writing achievement of Indonesian EFL students. Arab World English Journal, 8, 250-263.

Noels, K. A., Pelletier, L. G., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50, 57-85.

Pawlak, M. (2021). Teaching foreign language grammar: New solutions, old problems. Foreign Language Annals, 54, 881–896. https://doi.org/10.1111/flan.12563

Pazilah, F. N., Hashim, H., & Yunus, M. M. (2019). Using technology in ESL classroom. Procedia - Social and Behavioral Sciences, 199, 372 – 380.

Rahman, N.A., & Maarof, N. (2018). The effect of role-play and simulation approach on enhancing ESL oral communication skills. International Journal of Research, 3, 63-71.

Rozmatovna,A. O. (2020). The influence of integrative motivation and instrumental motivation of learning English as a foreign language. Journal of Critical Reviews,7(12),942-945.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.

Saeedakhtar, A., Hamidizare, S., &Abdi, R. (2018). The interplay of motivation and willingness to communicate in four skills: The Iranian perspective. Iranian Journal of English for Academic Purposes, 7(1), 72-95.

Salehpour, G., &Roohani, A. (2020). Relationship between intrinsic/extrinsic motivation and L2 speaking skill among Iranian male and female EFL learners. Bellaterra Journal of Teaching & Learning Language & Literature, 13(1),43-59.

Schumann, J. H. (1999). A neurobiological perspective on affect and methodology in second language learning. Inn J. Arnold (Ed.) Affect in language learning (pp. 28–42). Cambridge: Cambridge University Press.

Şener, S. (2014). Turkish ELT students' willingness to communicate in English. ELT Research Journal, 3(2), 91-109.

Shindler, J. (2010). Transformative classroom management. Positive strategies to engage all students and promote a psychology of success. San Francisco, CA: Jossey-Bass.

Skehan, P. (1991). Individual differences in second language learning. Studies in Second Language Acquisition, 13, 275-298.

Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, https://doi.org/10.3389/fpsyg.2023.1260843

Tragant, E. (2006). Language learning motivation and age. In C. Muñoz (Ed.), SLA: Age and the rate of foreign language learning (pp.237- 267). Bristol: Multilingual Matters.

Ushioda, E. (2001). Language learning at university: Exploring the role of motivational thinking. In: Dörnyei, Z. and Schmidt, R., (eds.) Motivation and second language acquisition(pp. 93-125). Honolulu, HI: University of Hawaii, Second Language Teaching and Curriculum Center.

Ushioda, E. (2003). Motivation as a socially mediated process. In: Little, D. and Ridley, J. and Ushioda, E., (eds.) Learner autonomy in the foreign language classroom: Teacher, learner, curriculum and assessment (pp. 90-102). Dublin, Ireland: Authentik.

Ushioda, E. (2008). Motivation and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 19-35). Cambridge: Cambridge University Press.

Ushioda, E. (2013). The role of students’ attitudes and motivation in second language learning in online language courses. Calico Journal, 23(1), 49–78.

Vallerand, R. J., Pelletier, L.G., & Blais, M. R., et al. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003-1017.

Wang, B. (2009). Motivation and language learning. Asian Social Science, 5(1),98-100.

Williams, M.& Burden, R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.

Wlodwoski, R. J. (1985). Enhancing adult motivation to learn. San Francisco: Jossey Bass.

Wu, X. (2003). Intrinsic motivation and young language learners: The impact of the classroom environment. System, 31(4), 501–517.

Xu, X., Qiao, L., & Cheng, N., et al. (2025). Enhancing self-regulated learning and learning experience in generative AI environments: The critical role of metacognitive support. British Journal of Educational Technology, 56, 1842–1863. https://doi.org/10.1111/bjet.13599

Xu, Y., Wang, D., Collins, P., Lee, H., & Warschauer, M. (2021). Same benefits, different communication patterns:Comparing children’s reading with a conversational agent vs. a human partner. Computers & Education, 161, 104059. https://doi.org/10.1016/j.compedu.2020.104059

Yaşar, H., & Karagucuk, V. (2024). Exploring the relationship between artificial intelligence literacy and English language learning motivation. International Journal of Languages’ Education and Teaching, 12(4), 107-124.

Yolcu, H. H. (2024). Yapay genel zekâ çağında öğretmen rolünün yeniden tanımlanması: öngörüler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi (AUAd), 10(1), 155-167. https://doi.org/10.51948/auad.1383166

Yayınlanan

17 Nisan 2026

Lisans

Lisans