The Effect of Task Type on Motivational Fluctuations: The Case of Iranian EFL Senior High School Learners

Al-Hoorie, A. H., & MacIntyre, P. (Eds.) (2019). Contemporary language motivation theory: 60 years since Gardner and Lambert (1959). Multilingual Matters. https://doi.org/10.21832/9781788925211

Azarnoosh, M., Kargozari H. R., & Faravani, A. (2015).  Motivational dynamics: The case of Iranian EFL learners’ motivation. Pertanika Journal of Social Sciences and Humanities, 23(4), 1193-1210.

Azkarai, A. (2015). Males and females in EFL task-based interaction: Does gender have an impact on LREs? Vigo International Journal of Applied Linguistics, 12, 9-35.

Bernaus, M., & Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92(3), 387-401. https://doi.org/10.1111/j.1540-4781.2008.00753.x

Campbell, E., & Storch, N. (2011). The changing face of motivation: A study of second language learners’ motivation over time. Australian Review of Applied Linguistics, 34(2), 166-192. https://doi.org/10.1075/aral.34.2.03cam

Chalak, A., & Kassaian, Z. (2010). Motivation and attitudes of Iranian undergraduate EFL students towards learning English. GEMA Online Journal of Language Studies, 10(2), 37-56.

Chung, L. Y., & Chang, R. C. (2017). The effect of gender on motivation and student achievement in digital game-based learning: A case study of a contented-based classroom. EURASIA Journal of Mathematics Science and Technology Education, 3(6), 2309-2327. https://doi.org/10.12973/eurasia.2017.01227a

Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Sage Publications.

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper and Row.

de Bot, K. (2008). Introduction: Second language development as a dynamic process. Modern Language Journal, 92(2), 166-178. https://doi.org/10.1111/j.1540-4781.2008.00712.x

Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135. https://doi.org/10.1017/S026144480001315X

Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press. https://doi.org/10.1017/CBO9780511667343

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

Dörnyei, Z. (2009a). The L2 motivational self-system. In Z. Dornyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Multilingual Matters. https://doi.org/10.21832/9781847691293-003

Dörnyei, Z. (2009b). The psychology of second language acquisition. Oxford University Press.

Dörnyei, Z. (2019). Task motivation: What makes an L2 task engaging? In Z. Wen & M. J. Ahmadian (Eds.), Researching L2 task performance and pedagogy: In honour of Peter Skehan (pp. 53-66). John Benjamins. https://doi.org/10.1075/tblt.13.04dor

Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 589-630). Blackwell. https://doi.org/10.1002/9780470756492.ch18

Gardner, R. C. (2010). Motivation and second language acquisition: The socio educational model. Peter Lang Publishing, Inc.

Hiver, P., & Papi, M. (2020). Complexity theory and L2 motivation. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), The Palgrave handbook of motivation for language learning (pp. 117-137). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-28380-3_6

Iwaniec, J. (2019). Language learning motivation and gender: The case of Poland. International Journal of Applied Linguistics, 29(1), 130-143. https://doi.org/10.1111/ijal.12251

Jessner, U. (2008). A DST model of multilingualism and the role of metalinguistic awareness. Modern Language Journal, 92(2), 270-283. https://doi.org/10.1111/j.1540-4781.2008.00718.x

Jin, M. (2014). A case study of non-English major college students' motivation in English language learning. Open Journal of Modern Linguistics, 4(2), 252-259. https://doi.org/10.4236/ojml.2014.42020

Kim, Y., Jung, Y., & Tracy-Ventura, N. (2017). Implementation of a localized task-based course in an EFL context: A study of students’ evolving perceptions. TESOL Quarterly, 51(3), 632-660. https://doi.org/10.1002/tesq.381

Kormos, J., & Préfontaine, Y. (2017). Affective factors influencing fluent performance: French learners’ appraisals of second language speech tasks. Language Teaching Research, 21(6), 699-716. https://doi.org/10.1177/1362168816683562

Lai, E. R. (2011). Motivation: A literature review (Research Report). Pearson.

Lamb, M., Csizér, K., Henry, A., & Ryan, S. (Eds.) (2020). The Palgrave handbook of motivation for language learning. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-28380-3

Larsen-Freeman, D. (2019). On language learner agency: A complex dynamic systems theory perspective. The Modern Language Journal, 103(1), 61-79. https://doi.org/10.1111/modl.12536

Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford University Press.

MacIntyre, P. D., & Serroul, A. (2015). Motivation on a per-second timescale: Examining approach–avoidance motivation during L2 task performance. In Z. Dörnyei, P. D. MacIntyre & A. Henry (Eds.), Motivational dynamics in language learning (pp. 109-138). Multilingual Matters. https://doi.org/10.21832/9781783092574-013

Mercer, S. (2011). Language learner self-concept: Complexity, continuity and change. System, 39(3), 335-346. https://doi.org/10.1016/j.system.2011.07.006

Mohammadzadeh, A. (2019).Motivational fluctuations during task-supported language teaching [Unpublished doctoral dissertation]. Urmia University, Urmia, Iran.

Mohammadzadeh, A., & Alavinia, P. (in press). Motivational fluctuations during task-supported language teaching: The case of young Iranian EFL learners. Iranian Journal of Language Teaching Research.

Ortega, L. (2009). Understanding second language acquisition. Hodder Education.

Pawlak, M. (2012). The dynamic nature of motivation in language learning: A classroom perspective. Studies in Second Language Learning and Teaching, 2(2), 249-278. https://doi.org/10.14746/ssllt.2012.2.2.7

Pawlak, M., Mystkowska-Wiertelak, A., & Bielak, J. (2014). Another look at temporal variation in language learning motivation: Results of a study. In M. Pawlak & L. Aronin (Eds.), Essential topics in applied linguistics and multilingualism (pp. 89-109). Springer International Publishing. https://doi.org/10.1007/978-3-319-01414-2_6

Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self-system amongst Chinese, Japanese, and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 66-97). Multilingual Matters. https://doi.org/10.21832/9781847691293-005

Verspoor, M., Lowie, W., & Van Dijk, M. (2008). Variability in second language development from a dynamic systems perspective. Modern Language Journal, 92(2), 214-231. https://doi.org/10.1111/j.1540-4781.2008.00715.x

Waninge, F., Dörnyei, Z., & De Bot, K. (2014). Motivational dynamics in language learning: Change, stability, and context. The Modern Language Journal, 98(3), 704-723. https://doi.org/10.1111/modl.12118

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

Yaghoubinejad, H., Zarrinabadi, N., & Ketabi, S. (2016). Fluctuations in foreign language motivation: An investigation into Iranian learners’ motivational change over time. Current Psychology, 36(4), 781-790. https://doi.org/10.1007/s12144-016-9467-6