Cited by 726EFL/ESL Teaching and LearningLearning Styles and Cognitive DifferencesSecond Language Acquisition and Learning

The DOI matches its Crossref record, with a small difference in title or year.

The Psychology of the Language Learner

Dörnyei, Zoltán·2014·Routledge eBooks

DOI 10.4324/9781410613349

Open this paper in CoChat — free account

Abstract

Research results over the past decades have consistently demonstrated that a key reason why many second language learners fail--while some learners do better with less effort--lies in various learner attributes such as personality traits, motivation, or language aptitude. In psychology, these attributes have traditionally been called "individual differences." The scope of individual learner differences is broad--ranging from creativity to learner styles and anxiety--yet there is no current, comprehensive, and unified volume that provides an overview of the considerable amount of research conducted on various language learner differences, until now.Each chapter in this new volume focuses on a different individual difference variable. Besides a review of the relevant second language literature, Zoltán Dörnyei presents a concise overview of the psychological research involving each topic. A key concern for the author has been to define the various learner factors as measurable constructs and therefore the discussion includes a summary of the most famous tests and questionnaires in each domain.A wide range of readers will benefit from this book--students in linguistics, applied linguistics, modern languages, and psychology programs; second language teachers participating in in-service training courses; and researchers in second language acquisition and psychology.

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

Integrity signals

Registry

Crossref · 10.4324/9781410613349

Cites

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Still being checked.

Sorted by citations

Items 301–400 of 726

Navigating HSK level 5 challenges: dual perspectives from Thai undergraduates and Chinese lecturers
Yang, Y., & Jirawit, Y. (2025) · Language Testing in Asia · doi:10.1186/s40468-025-00360-1 · Cited by 7
Beyond the Self in AI-Enhanced EFL Classrooms: Cultivating Self-Transcendent Emotions, Well-Being, and Speaking Fluency Through Intelligent Simulations
Isaee, H., & Barjesteh, H. (2026) · Human Arenas · doi:10.1007/s42087-026-00602-5 · Cited by 14
Automatic exercise generation to support macro-adaptivity in intelligent language tutoring systems
Heck, T., Meurers, D., & Nuxoll, F. (2022) · doi:10.14705/rpnet.2022.61.1452 · Cited by 7
Motivation, Strategy Use, and Comprehension in Foreign Language Reading: The Case of Saudi EFL Learners at the Preparatory Year
Kassem, H. M., & Alqahtani, D. A. (2023) · Journal of Language Teaching and Research · doi:10.17507/jltr.1405.17 · Cited by 7
Dynamic Variation in Second Language Acquisition
Dyson, B. P. (2021) · Processability approaches to language acquisition research & teaching · doi:10.1075/palart.8 · Cited by 7
The Role of Research-Article Writing Motivation and Self-Regulatory Strategies in Explaining Research-Article Abstract Writing Ability
Lin, M., Cheng, Y., Lin, S.-H., & Hsieh, P.-J. (2015) · Perceptual and Motor Skills · doi:10.2466/50.pms.120v17x9 · Cited by 7
On the Relationship between Iranian EFL Learners' Multiple Intelligences and Their Learning Styles
Panahandeh, E., Khoshkhoonejad, A., Mansourzadeh, N., & Heidari, F. (2015) · Theory and Practice in Language Studies · doi:10.17507/tpls.0504.14 · Cited by 7
The Relationship Between Iranian Efl Learners' Beliefsabout Language Learning And Language Learning Strategy Use
Zarei, A. A. (2015) · i-manager’s Journal on English Language Teaching · doi:10.26634/jelt.5.1.3131 · Cited by 7
Gender-justice and the development of intersectional thinking: evidence from an intermediate French course
Knisely, K. A. (2022) · CFC Intersections · doi:10.3828/cfci.2022.11 · Cited by 8
Speaking, reading and writing in three languages. Preferences and attitudes of multilingual Malaysian students
Kärchner-Ober, R. (2012) · International Journal of Multilingualism · doi:10.1080/14790718.2012.714382 · Cited by 7
The role of teacher knowledge and practice in shaping EFL teachers’ glocal identity
Feng, M., & Kim, H. K. (2023) · Language Teaching Research · doi:10.1177/13621688231170441 · Cited by 6
AI-driven vs. Traditional language assessment: effects on Iranian EFL learners’ motivation, anxiety, and proficiency in a high-stakes exam context
Mirsanjari, Z. (2025) · Language Testing in Asia · doi:10.1186/s40468-025-00395-4 · Cited by 10
Creativity development through questioning activity in second language education
Yu, X., Wang, T.-Y., & Yuizono, T. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1178655 · Cited by 6
The relationship between intrinsic motivation, self-efficacy, self-regulated learning, and English learning achievement in Chinese high school students
Chen, Z., & Sukying, A. (2024) · Journal of English Language and Linguistics · doi:10.62819/jel.2024.578 · Cited by 17
Examining the relationship of competitive beliefs and social comparison orientations with engagement and performance of English language learners
Amini, F., Eshaghi, S. M., Roghanizadeh, M., & Zarrinabadi, N. (2025) · European Journal of Psychology of Education · doi:10.1007/s10212-025-00949-3 · Cited by 6
Foreign Language Enjoyment and Subjective Happiness in Spanish Adult Learners
Barrios, E., & Acosta-Manzano, I. (2022) · Journal of language and Education · doi:10.17323/jle.2022.13506 · Cited by 7
Unfocused Written Corrective Feedback and L2 Learners’ Writing Accuracy: Relationship Between Feedback Type and Learner Belief
Mujtaba, S. M., Singh, M. K. M., Zhang, T., Ahmed, N., & Parkash, R. (2022) · Journal of language and Education · doi:10.17323/jle.2022.15919 · Cited by 7
WordSword: An Efficient Online Word Reading Assessment for Global English
Ho, J. C., McBride, C. A., Lui, K. F. H., & Łockiewicz, M. (2023) · Assessment · doi:10.1177/10731911231194971 · Cited by 10
Does language teachers’ intercultural competence influence oral participation in EFL classrooms?: unveiling learner perspectives through a mixed methods inquiry
Egitim, S. (2024) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2024.2306169 · Cited by 5
Exploring the effect of students’ language learning strategies on Chinese students' perceptions of native and non-native English speaker teachers
Deng, L. (2024) · System · doi:10.1016/j.system.2024.103330 · Cited by 6
Trajetórias de aprendizagem, aconselhamento linguageiro e teoria da complexidade
Silva, W. M. E., Matos, M. C. V. S. E., & Rabelo, J. A. D. A. (2015) · Revista Brasileira de Lingüística Aplicada · doi:10.1590/1984-639820156336 · Cited by 6
Comunicación oral y m-learning en el aula de inglés de primaria: la fotografía y el vídeo como recurso
Sampedro, M. G., Moráis, M. M., & Mena, E. M. I. (2018) · Fonseca Journal of Communication · doi:10.14201/fjc201816135154 · Cited by 6
Aptitude as a Predictor of Second Language Achievement: An Investigation in the Saudi Arabian Context
Moskovsky, C., Alshahrani, M., Ratcheva, S., & Paolini, S. (2015) · Arab World English Journal · doi:10.24093/awej/vol6no1.1 · Cited by 6
A BGE első évfolyamos egyetemi hallgatóinak intézményválasztási és nyelvtanulási motivációi
Bánhegyi, M., & Fajt, B. (2021) · Porta Lingua · doi:10.48040/pl.2021.7 · Cited by 6
L1 Grammatical Gender Variation through the Representation in the Lexicon
Klassen, R., Lundquist, B., & Westergaard, M. R. (2022) · Journal of Psycholinguistic Research · doi:10.1007/s10936-022-09867-7 · Cited by 6
Feedback beim Lehren und Lernen von Fremd- und Zweitsprachen
Burwitz-Melzer, E., Riemer, C., & Schmelter, L. (2022) · Gunter Narr Verlag eBooks · doi:10.24053/9783823395690 · Cited by 6
Interaction orale et coopération : un apprentissage interdépendant
Manoilov, P. (2019) · Linx · doi:10.4000/linx.3784 · Cited by 4
Processability Approaches to Language Acquisition Research & Teaching
(2014) · Processability approaches to language acquisition research & teaching · doi:10.1075/palart · Cited by 6
Exploring the Challenges of L1 Negative Transfer among Vietnamese English Language Learners: A Qualitative Study
Nghi, T. T., Nguyen, T. T., & Pham, H. H. (2024) · rEFLections · doi:10.61508/refl.v31i2.275268 · Cited by 5
Starting from the very beginning: Unraveling Third Language (L3) Development with Longitudinal Data from Artificial Language Learning and EEG
Alonso, J. G., Bernabeu, P., Silva, G., DeLuca, V., Poch, C., Ivanova, I., & Rothman, J. (2024) · International Journal of Multilingualism · doi:10.1080/14790718.2024.2415993 · Cited by 5
The Influence of Classroom Environment and Socio-Emotional Learning on EFL Writing Engagement: The Mediating Role of Motivation Regulation Strategy
Xiong, Y. (2025) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-025-00989-9 · Cited by 5
‘Wayfeeling’: Navigating through emotional and sensorial responses in public transit
Ferri, A., & Popp, M. (2022) · Wellbeing Space and Society · doi:10.1016/j.wss.2022.100104 · Cited by 5
Modeling personality antecedents and second language self-efficacy constructs with emerging adults in Japan: Domain-specific matching for assessing global competence in applied contexts
Kabir, R. S., Kramer, B., Koike, M., & Sponseller, A. C. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.1032573 · Cited by 7
A Resource-Oriented Functional Approach to English Language Learning
Li, J. (2018) · Canadian Modern Language Review/ La Revue canadienne des langues vivantes · doi:10.3138/cmlr.3302 · Cited by 7
The elusive phase shift
Hepford, E. (2020) · Language learning and language teaching · doi:10.1075/lllt.54.07hep · Cited by 5
Identity and Motivation Among Heritage Language Learners of Italian in New Zealand: A Social Constructivist Perspective
Berardi-Wiltshire, A. (2017) · Springer international handbooks of education · doi:10.1007/978-3-319-44694-3_6 · Cited by 6
Using Instructional Technologies to Cater for Individual Learner Differences
(2022) · International Journal of TESOL Studies · doi:10.46451/ijts.2022.03.09 · Cited by 5
Multilingual practice and multilingual selves: A mixed-method study of EMI international students in Japan
Dang, S. (2023) · Australian Journal of Applied Linguistics · doi:10.29140/ajal.v6n2.1001 · Cited by 5
Roles of platform quality, platform satisfaction, and intrinsic motivation toward English learning: Perspective from online platforms
Meng, T., Faizan, A., Baofang, Q., & He, C. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-12258-7 · Cited by 9
Teacher well-being matters: The case of students’ motivation on their own perceptions of native and non-native English speaker teachers
DENG, L., Zhang, L. J., & MOHAMED, N. (2024) · Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras · doi:10.30827/portalin.viix.29885 · Cited by 5
Success: B2 or not B2- that is the question
Frost, D., & O’Donnell, J. (2015) · Recherche et pratiques pédagogiques en langues de spécialité · doi:10.4000/apliut.5195 · Cited by 5
The Relationship between EFL Learners’ Extensive Reading and English Language Proficiency
Davoudi, M., Zolfagharkhani, M., & Rezaei, M. (2016) · Theory and Practice in Language Studies · doi:10.17507/tpls.0603.13 · Cited by 5
Reducing Student Anxiety: The Effects of Collaborative Learning through Computer Conferencing
Toyama, M., & Mori, K. (2017) · International Journal of Information and Education Technology · doi:10.18178/ijiet.2017.7.12.993 · Cited by 5
Measuring Self-Perceptions of Oral Narrative Competencies and Anxiety in the EFL Context
Faber, G. (2018) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.v10i28.1537 · Cited by 5
GIVING VOICE TO OUR CORE FRENCH STUDENTS: IMPLICATIONS FOR ATTRITION AND THE DISCOURSE ON THE BENEFITS OF LEARNING FSL IN ONTARIO
Arnott, S. (2020) · McGill Journal of Education / Revue des sciences de l'éducation de McGill · doi:10.7202/1069768ar · Cited by 5
MOTIVATIONAL FACTORS INFLUENCING INDONESIAN STUDENTS IN UNDERTAKING A MASTER’S DEGREE
Choemue, S., & Mbato, C. L. (2020) · ELT Echo The Journal of English Language Teaching in Foreign Language Context · doi:10.24235/eltecho.v5i1.6482 · Cited by 5
Exploring the Relationship between Willingness to Communicate in English, and Social/Cultural Capital among Iranian Undergraduate English Majors
Shahriari, H., Ansarifar, A., & Ansarifar, M. (2015) · Theory and Practice in Language Studies · doi:10.17507/tpls.0502.24 · Cited by 5
Enhancing students’ potential: EBL projects in language teaching
Oliver-Federici, T. (2017) · doi:10.14705/rpnet.2017.innoconf2016.658 · Cited by 5
How do Learners Make Use of a Space for Self-Directed Learning? Translating the Past, Understanding the Present, and Strategizing for the Future
Nakai, Y. (2016) · Studies in Self-Access Learning Journal · doi:10.37237/070205 · Cited by 5
The Nativelikeness Problem in L2 Word-association Tasks: Examining Word Class and Trials
Lam, B. P. W., & Sheng, L. (2020) · English Language Teaching · doi:10.5539/elt.v13n5p125 · Cited by 5
University Students’ Motivation to Study the French Language: A Time Trend Study
Meristo, M. (2022) · Journal for the Psychology of Language Learning · doi:10.52598/jpll/4/1/4 · Cited by 7
References
(2010) · Language Learning · doi:10.1111/j.1467-9922.2010.00586.x · Cited by 5
Language learning never gets old: learning a new language in later life
van der Ploeg, M. (2023) · University of Groningen research database (University of Groningen / Centre for Information Technology) · doi:10.33612/diss.803512740 · Cited by 4
The Dynamics of Transformational Classroom Leadership, Self‐Efficacy and Psychological Well‐Being in English as a Foreign Language Learners: A Combined Variable‐ and Person‐Centered Approach
Peng, R., & Wang, S. (2025) · Psychology in the Schools · doi:10.1002/pits.70027 · Cited by 4
The mediating role of learning engagement in the relationship between master's students' learning motivation and scientific research and innovation capability
Hu, K., Dongmei, T., & He, H. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1604792 · Cited by 7
The adjustment processes of international students at a UK university: an exploration using the L2 self-regulatory system
Wang, J.-Y., Henry, A., Liu, M., & Thomas, N. (2025) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2025.2570842 · Cited by 5
Grit as the predictor of flow and buoyancy among Duolingo multiple language learners: the mediating roles of perceived competence and competitiveness
Jabbari, N., Zarrinabadi, N., & Amini, F. (2025) · Journal of Multilingual and Multicultural Development · doi:10.1080/01434632.2025.2513983 · Cited by 4
Generative AI in EFL contexts: Q-methodological analysis of cognitive dissonance patterns and self-regulation strategies among Chinese tertiary learners
Zheng, C., & Wang, Y. (2026) · Acta Psychologica · doi:10.1016/j.actpsy.2026.106531 · Cited by 4
Over-generalization, Under-generalization, and No-generalization on a Child’s Language Acquisition
Baihaqi, A. (2020) · Journal of English Language Studies · doi:10.30870/jels.v5i2.7655 · Cited by 4
High School Students’ Motivation and Help-Seeking Strategies in English Language Learning
Averina, F. E., & Kuswandono, P. (2022) · Journal of English Language Teaching and Linguistics · doi:10.21462/jeltl.v7i1.719 · Cited by 4
Motivations of Second Language Learning: Application of L2 Motivational Self System in the EFL Classroom
Chen, R. (2022) · Journal of Higher Education Research · doi:10.32629/jher.v3i1.638 · Cited by 4
The effectiveness of LMOOCs on participants’ attitudinal learning
Sallam, M. H., Li, Y., Watson, S. L., Liu, R., Luo, R., & Xu, M. (2023) · Computer Assisted Language Learning · doi:10.1080/09588221.2023.2275147 · Cited by 4
Thai Undergraduates’ Motivation in Learning Different Foreign Languages: A Dörnyei’s L2MSS Perspective
Yang, L., & Liang-Itsara, A. (2024) · International Journal of Learning Teaching and Educational Research · doi:10.26803/ijlter.23.1.9 · Cited by 4
The Role of the L2 Learning Environment in Shaping Individual Learner Factors and Language Achievement: A Comparison Study of Danish and Spanish Learners of L2 English
Cadierno, T., Hansen, M. B., & Muñoz, C. (2024) · Journal for the psychology of language learning · doi:10.52598/jpll/6/1/4 · Cited by 4
Neural Mechanisms of Learning and Consolidation of Morphologically Derived Words in a Novel Language: Evidence From Hebrew Speakers
Nathaniel, U., Eidelsztein, S., Geskin, K. G., Yamasaki, B. L., Nir, B., Dronjic, V., Booth, J. R., & Bitan, T. (2024) · Neurobiology of Language · doi:10.1162/nol_a_00150 · Cited by 5
Pathways to motivation and learning in English language education: a case of two youths engaging in multiliteracies
Çolak, M. K. (2024) · English Teaching Practice & Critique · doi:10.1108/etpc-11-2023-0148 · Cited by 8
Students' Perceptions of Class Activities: An Investigation into the Role of Gender and Grade Level
Aryan, E., & Shahrokhi, M. (2015) · Mediterranean Journal of Social Sciences · doi:10.5901/mjss.2015.v6n4s1p19 · Cited by 4
Attitudes to ancient Greek in three schools: a case study
Foster, F. (2015) · Language Learning Journal · doi:10.1080/09571736.2014.1002415 · Cited by 4
Movilizar la enseñanza de ELE para aumentar la participación espontánea: estudio de caso con alumnos universitarios tailandeses
Biel, L. A. (2018) · El Guiniguada · doi:10.20420/elguiniguada.2018.206 · Cited by 4
Reading Attitude and Its Influence on Students’ Reading Comprehension
Sukarni, S. (2019) · Edukasi Jurnal Pendidikan dan Pengajaran · doi:10.19109/ejpp.v6i1.2935 · Cited by 4
Tracking the dynamic nature of learner individual differences: Initial results from a longitudinal study
Jung, D., DiBartolomeo, M., Melero-García, F., Giacomino, L., Gurzynski‐Weiss, L., Henderson, C. S., & Hidalgo, M. D. L. Á. (2020) · Studies in Second Language Learning and Teaching · doi:10.14746/ssllt.2020.10.1.9 · Cited by 7
The Relationship between Language Learning Strategies and Language Proficiency amongst Multilingual L2 Students
Stander, M. (2020) · Scrutiny2 · doi:10.1080/18125441.2020.1809505 · Cited by 4
Task motivation effects on L2 pragmatics
Takahashi, S. (2023) · Language learning and language teaching · doi:10.1075/lllt.58.08tak · Cited by 4
Examining the relationship between teachers’ creativity and students’ critical thinking in the context of EFL learning in Iran
Khatami, M., Lai, W., He, D., & Haji-Othman, N. A. (2023) · Environment and Social Psychology · doi:10.54517/esp.v8i3.2004 · Cited by 5
Constructing the 'New Worker-Self': Discursive Strategies in 'English Works!' Program brochures within the Pakistani Education System
Ali, R., & Salam-Salmaoui, R. (2024) · Linguistics and Education · doi:10.1016/j.linged.2024.101289 · Cited by 4
Language Learning Strategies Employed by English-major Pre-service Teachers with Different Levels of Language Proficiency
Zhou, C., & Intaraprasert, C. (2015) · Theory and Practice in Language Studies · doi:10.17507/tpls.0505.05 · Cited by 4
Feeling the difference in the languages classroom: explorations of teacher understanding of diversity
Adams, H., & Nicolson, M. (2012) · Language Learning Journal · doi:10.1080/09571736.2012.678014 · Cited by 5
Középiskolás diákok angolnyelv-tanulási motivációjának és nyelvtanulási szorongásának vizsgálata
Csizér, K., & Piniel, K. (2016) · Iskolakultúra · doi:10.17543/iskkult.2016.6.3 · Cited by 4
The Effect of Teaching Techniques (Storytelling and Show-and-Tell) and Students’ Personality on Students’ Speaking Skill
Gumelar, R. E. (2018) · Journal of English Education Studies · doi:10.30653/005.201811.9 · Cited by 4
Metaphors and Methods
Barger, C. (2021) · Advances in knowledge acquisition, transfer, and management book series/Advances in knowledge acquisition, transfer and management book series · doi:10.4018/978-1-7998-8283-1.ch016 · Cited by 4
Le maintien du français chez les fonctionnaires fédéraux anglophones : Impact d'un programme de formation linguistique
Gentil, G., O'Connor, M., & Bigras, J. (2009) · Canadian Modern Language Review/ La Revue canadienne des langues vivantes · doi:10.3138/cmlr.65.5.841 · Cited by 4
Unwitting Agents: The Role of Adult Learners' Attributions of Success in Shaping Language-Learning Behaviour
Golovatch, Y., & Vanderplank, R. (2007) · Journal of Adult and Continuing Education · doi:10.7227/jace.13.2.3 · Cited by 4
Deaf and Hard-of-hearing Students' Individual Differences in Foreign Language Learning
Csizér, K., Piniel, K., & Kontra, E. H. (2015) · Magyar Pedagógia · doi:10.17670/mped.2015.1.3 · Cited by 4
Comparing the Impact of Divergent and Convergent Tasks on Extrovert and Introvert EFL Learners’ Writing Performance
Nosratinia, M., & Kounani, K. (2016) · Theory and Practice in Language Studies · doi:10.17507/tpls.0606.23 · Cited by 4
Studying English in Senior Years: A Psycholinguistic Perspective
Niżegorodcew, A. (2016) · Second language learning and teaching · doi:10.1007/978-3-319-31954-4_7 · Cited by 4
Examining the role of instructor first language in classroom-based oral input
Long, A. Y., & Geeslin, K. L. (2020) · Language learning and language teaching · doi:10.1075/lllt.53.07lon · Cited by 4
Motivación y competitividad: Un estudio en el aula de japonés como lengua extranjera
Ito-Morales, K., & Cabezas, J. M. (2021) · Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras · doi:10.30827/portalin.v0i35.15724 · Cited by 4
7. Willingness to Communicate
Gregersen, T., & MacIntyre, P. D. (2014) · Multilingual Matters eBooks · doi:10.21832/9781783091218-009 · Cited by 4
Affective Factors and Second Language Spanish
Young, D. J. (2013) · doi:10.1002/9781118584347.ch21 · Cited by 4
Brain-based Challenges of Second Language Learning in Older Adulthood
Hejazi, Z., Kim, J., Pisano, T. S., Ouchikh, Y., Lerman, A., & Obler, L. (2019) · The Handbook of the Neuroscience of Multilingualism · doi:10.1002/9781119387725.ch20 · Cited by 3
Electrophysiological indices of individual differences in adult language learningPreprint
Nalaye, H., Cross, Z. R., Schlesewsky, M., & Bornkessel‐Schlesewsky, I. (2022) · bioRxiv (Cold Spring Harbor Laboratory) · doi:10.1101/2022.06.07.495229 · Cited by 4
The Motivational Impact of Gamification at a University in Oman
Ingham, D., Terry, S., & Khader, L. A. (2025) · International Journal of Game-Based Learning · doi:10.4018/ijgbl.377612 · Cited by 4
Taiwan's educational transformation: the role of motivation, English Lingua Franca, and Willingness to communicate in developing intercultural communicative competence
Buelt, F. (2025) · Globalisation Societies and Education · doi:10.1080/14767724.2025.2513634 · Cited by 4
Effect of L2 motivation on use behavior of translation technologies among English-related majors: Mediating effects of performance expectancy and L2 grit
Zhao, J., Li, X., & Liao, H. (2025) · Language Teaching Research · doi:10.1177/13621688251352261 · Cited by 7
A structural equation model of English learning: exploring the relationship of second language motivation, foreign language enjoyment and learning engagement among Chinese college students
Chen, J., Rameli, M. R. M., Cao, H., & Wang, R. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2563704 · Cited by 4
Incorporating gamification into blended CALL models: language proficiency, motivation, and engagement in EFL learners
Li, X., & Shakibaei, G. (2026) · Computer Assisted Language Learning · doi:10.1080/09588221.2026.2613724 · Cited by 5
From Strategy Awareness to Engagement: Self-Regulated Learning Strategies-Based Writing Instruction in L2 Essay Development
Zare, J., Delavar, K. A., Derakhshan, A., & Zhang, L. J. (2026) · Language Teaching Research · doi:10.1177/13621688261449335 · Cited by 5
A Q Method Study of Integrated English–Chinese Motivational Systems in Multilingual Education: Evidence From Three Southeast Asian Countries
Zhang, J., & Yan, Y. (2026) · European Journal of Education · doi:10.1111/ejed.70699 · Cited by 3
Hubungan Antara Lingkungan Kelas Dalam Jaringan dan Motivasi Belajar Bahasa Inggris Peserta Didik
Lasut, E. M. M. (2021) · CogITo Smart Journal · doi:10.31154/cogito.v7i1.310.74-84 · Cited by 3
Neuroeducación y aprendizaje del inglés en la era del cerebro digital. El Futuro de la Educación: Aldea Global Interconectada
Beltrán, J. C. C. C. (2024) · doi:10.58299/utp.233 · Cited by 3

Authors: Dörnyei, Z.
Corresponding author: Dörnyei, Zoltán
ORCID: Dörnyei, Zoltán
Venue: Routledge eBooks
Publisher: Routledge
Published: 2014-04-04
DOI: 10.4324/9781410613349
OpenAlex: W4231950466
Cited by: 700
References: 0
Citations by year: 2026: 61 · 2025: 63 · 2024: 60 · 2023: 60 · 2022: 61 · 2021: 68 · 2020: 49 · 2019: 36 · 2018: 29 · 2017: 29 · 2016: 33 · 2015: 38 · 2014: 22
FWCI: 23.03
Type: book
Language: en
Open access: closed
Locations: Routledge eBooks (publishedVersion)
Topics: Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Keywords: individual differences, second language learners, personality traits, motivation, language aptitude, learning styles, creativity, student anxiety, second language acquisition

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

The Psychology of the Language Learner

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Self-check

Citations

Cites

Cited by

Related

Metadata

Record

About these checks