In the context of buoyant research on second language acquisition (SLA), language learning motivation has remained one of the most active fields of inquiry for more than 60 years (Al-Hoorie & MacIntyre, 2019; Ushioda, 2019). Several books have approached this topic from a range of perspectives (e.g., Dörnyei & Ushioda, 2021; Lamb et al., 2019; MacIntyre & Al-Hoorie, 2020). However, the seemingly unceasing theoretical and methodological innovation in motivation research can be confusing, and it has become increasingly overwhelming to keep abreast of all the latest advancements in this burgeoning field. In response to this “promising” yet “perplexing” situation, Ali H. Al-Hoorie and Fruzsina Szabó have edited the volume Researching language learning motivation: A concise guide, presenting a timely guidebook for both students and novice researchers to navigate their way through the journey of language learning motivation.
Al-Hoorie, A. H., & MacIntyre, P. D. (2019). Integrative motivation: 60 years and counting. In A. H. Al-Hoorie & P. D. MacIntyre (Eds.), Contemporary language motivation theory (pp. 1-4). Multilingual Matters. https://doi.org/10.21832/9781788925204-004
Block, D. (2003). The social turn in second language acquisition. Edinburgh University Press.
Dewaele, J.-M. (2019). When elephants fly: The lift‐off of emotion research in applied linguistics. Modern Language Journal, 103(2), 533-536. https://doi.org/10.1111/modl.12576
Dewaele, J.-M., & Li, C. (2018). Editorial. Studies in Second Language Learning and Teaching, 8(1), 15-19. https://doi.org/10.14746/ssllt.2018.8.1.1
Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation (Third edition). Routledge.
Lamb, M., Csizér, K., Henry, A., & Ryan, S. (Eds.). (2019). The Palgrave handbook of motivation for language learning. Springer International Publishing. https://doi.org/10.1007/978-3-030-28380-3
Larsen-Freeman, D. (2012). Complex, dynamic systems: A new transdisciplinary theme for applied linguistics? Language Teaching, 45(2), 202-214. https://doi.org/10.1017/S0261444811000061
Maher, K. (2020). Examining L2 learners’ silent behaviour and anxiety in the class-room using an approach based on cognitive-behavioural theory. In J. King & S. Hurami (Eds.), East Asian perspectives on silence in English language education (pp. 80-104). Multilingual Matters.
MacIntyre, P. D., & Al-Hoorie, A. H. (Eds.). (2020). Contemporary language motivation theory: 60 years since Gardner and Lambert (1959). Multilingual Matters.
May, S. (2019). Negotiating the multilingual turn in SLA. Modern Language Journal, 103, 122-129. https://doi.org/10.1111/modl.12531
Pawlak, M., Kruk, M., Zawodniak, J., & Pasikowski, S. (2022). Examining the underlying structure of after-class boredom experienced by English majors. System, 106, 102769. https://doi.org/10.1016/j.system.2022.102769
Ushioda, E. (2019). Researching L2 motivation: Past, present and future. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), The Palgrave handbook of motivation for language learning (pp. 661-682). Springer. https://doi.org/10.1007/978-3-030-28380-3_32
White, C. J. (2018). The emotional turn in applied linguistics and TESOL: Significance, challenges and prospects. In J. de D. Martínez Agudo (Ed.), Emotions in second language teaching (pp. 19-34). Springer. https://doi.org/10.1007/978-3-319-75438-3_2
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