SEARCH

SEARCH BY CITATION

REFERENCES

  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.
  • Benson, P. (2001). Teaching and researching learner autonomy in language learning. London, England: Longman.
  • Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40, 2140. doi.:10.1017/S0261444806003958
  • Blin, F. (2004). CALL and the development of learner autonomy: Towards an activity-theoretical perspective. ReCALL, 16, 377395. doi:10.1017/S0958344004000928
  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural models (pp. 136162). Newbury Park, CA: Sage.
  • Byrne, B. M. (2009). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Mahwah, NJ: Lawrence Erlbaum.
  • Cleary, T. J., & Zimmerman, B. J. (2004). Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in Schools, 41, 537550. doi:10.1002/pits.10177
  • Clément, R., & Kruidenier, B. G. (1983). Orientations in second language acquisition: I. The effects of ethnicity, milieu, and target language on their emergence. Language Learning, 33, 273291. doi:10.1111/j.1467-1770.1983.tb00542.x
  • Corno, L. (1993). The best-laid plans: Modern conceptions of volition and educational research. Educational Researcher, 22, 1422. doi:10.3102/0013189X022002014
  • Corno, L., & Kanfer, R. (1993). The role of volition in learning and performance. Review of Research in Education, 21, 301341. doi:10.2307/1167345
  • Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, England: Cambridge University Press.
  • Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. Modern Language Journal, 89, 1936. doi:10.1111/j.0026-7902.2005.00263.x
  • Csizér, K., & Kormos, J. (2009). Modelling the role of inter-cultural contact in the motivation of learning English as a foreign language. Applied Linguistics, 30, 166185. doi:10.1093/applin/amn025
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
  • Demographic yearbook. (2004). Budapest, Hungary: Central Statistical Office.
  • Dörnyei, Z. (2001). Teaching and researching motivation. Harlow, England: Longman.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
  • Dörnyei, Z., & Ushioda, E. (Eds.). (2009). Motivation, language identity and the L2 self. Bristol, England: Multilingual Matters.
  • English, H. B., & English, A. C. (1958). A comprehensive dictionary of psychological and psychoanalytic terms. New York, NY: McKay.
  • Fan, X., Thomson, B., & Wang, L. (1999). Effects of sample size, estimation methods, model specification on structural modeling fit indexes. Structural Equation Modelling, 6, 5683. doi:10.1080/10705519909540119
  • Ford, M. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Newbury Park, CA: Sage.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, England: Edward Arnold.
  • Gardner, R. C. (2006). The socio-educational model of second language acquisition: A research paradigm. EUROSLA Yearbook, 6, 237260. doi:10.1075/eurosla.6.14gar
  • Gardner, R. C., & Lambert, W. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266272. doi:10.1037/h0083787
  • Groß, A., & Wolff, D. (2001). A multimedia tool to develop learner autonomy. Computer Assisted Language Learning, 14, 233249. doi:10.1076/call.14.3.233.5794
  • Halász, G., & Lannert, J. (2007). Report on the Hungarian state education, 2006. Budapest, Hungary: OKI.
  • Heckhausen, J., & Dweck, C. S. (Eds.). (1998). Motivation and self-regulation across the life span. Cambridge, England: Cambridge University Press.
  • Hogyan internetezik az atlag magyar. (2011). Retrieved from http://www.ori-go.hu/techbazis/20110714-hogyan-internetezik-tevezik-mobiltelefonal-az-atlagmagyar.html
  • Holec, H. (1981). Autonomy in foreign language learning. Oxford, England: Pergamon Press.
  • Hu, L.-T., & Bentler, P. M. (1999). Cutoff criteria for indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling, 6, 155. doi:10.1080/10705519909540118
  • Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford, England: Oxford University Press.
  • Jones, J. F. (2001). CALL and the responsibilities of teachers and administrators. ELT Journal, 55, 360367. doi:10.1093/elt/55.4.360
  • Kaltenböck, G. (2001). Learner autonomy: A guiding principle in designing a CD-ROM for intonation practice. ReCALL, 13, 179190. doi:10.1017/S0958344001000428a
  • Kormos, J., & Csizér, K. (2008). Age-related differences in the motivation of learning English as a foreign language: Attitudes, selves and motivated learning behaviour. Language Learning, 58, 327355. doi:10.1111/j.1467-9922.2008.00443.x
  • Kormos, J., Kiddle, T., & Csizér, K. (2011). System of goals, attitudes and self-related beliefs in second language learning motivation. Applied Linguistics, 32, 495516. doi:10.1093/applin/amr019
  • Kuhl, J. (1985). Volitional mediators of cognition-behavior consistency: Self-regulatory processes and action versus state orientation. In J. Kuhl & J. Beckmann (Eds.), Action control: From cognition to behavior (pp. 101128). Berlin, Germany: Springer.
  • Lai, C., & Gu, M. (2011). Self-regulated out of class language learning with technology. Computer Assisted Language Learning, 24, 317335. doi:10.1080/09588221.2011.568417
  • Lens, W., & Vansteenkiste, M. (2008). Promoting self-regulated learning: A motivational analysis. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research and applications (pp. 141168). New York, NY: Lawrence Erlbaum.
  • Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20, 7194. doi:10.1093/applin/20.1.71
  • Macaro, E. (2001). Learning strategies in foreign and second language classrooms. London, England: Continuum.
  • Masgoret, A.-M., & Gardner, R. C. (2003). Attitudes, motivation and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53, 123163. doi:10.1111/1467-9922.00227
  • Mezei, G. (2008). Motivation and self-regulated learning: A case study of a pre-intermediate and an upper-intermediate adult student. WoPaLP, Vol. 2. Retrieved from langped.elte.hu/WoPaLParticles/W2Mezei.pdf
  • National Institute of Public Education Hungary. (2004). Rank-orders of secondary schools in Hungary. Retrieved from http://www.koznev.hu/kepek/1175211292rangsor1.pdf
  • Ning, H. K., & Downing, K. (2010). The reciprocal relationship between motivation and self-regulation: A longitudinal study on academic performance. Learning and Individual Differences, 20, 682686. doi:10.1016/j.lindif.2010.09.010
  • Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perceptions of teacher communicative style and students’ intrinsic and extrinsic motivation. Modern Language Journal, 83, 2334. doi:10.1111/0026-7902.00003
  • Noels, K. A., Clément, R., & Pelletier, L. G. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. Canadian Modern Language Review, 57, 424442. doi:10.3138/cmlr.57.3.424
  • O'Malley, J., & Chamot, A. (1990). Learning strategies in second language acquisition. Cambridge, England: Cambridge University Press.
  • Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle.
  • Oxford, R. L. (2003). Toward a more systematic model of L2 learner autonomy. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (pp. 7591). Basingstoke, England: Palgrave Macmillan.
  • Pintrich, P. R., & De Groot, E. V. (1990). Motivation and self-regulated learning components of academic performance. Journal of Educational Psychology, 82, 3340. doi:10.1037//0022-0663.82.1.33
  • Reeve, J., Ryan, R., Deci, E. L., & Jang, H. (2008). Understanding and promoting autonomous self-regulation: A self-determination theory perspective. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research and applications (pp. 223244). New York, NY: Lawrence Erlbaum.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 6878. doi:10.1037//0003-066X.55.1.68
  • Sansone, C. (2008). What's interest got to do with it? Potential trade-offs in the self-regulation. In J. Forgas, R. Baumeister, & D. Tice (Eds.), The psychology of self-regulation: The 11th Sydney Symposium of Social Psychology. New York, NY: Psychology Press.
  • Sansone, C., & Smith, J. L. (2000). The “how” of goal pursuit: Interest and self-regulation. Psychological Inquiry, 11, 306309. doi:10.1207/S15327965PLI1104_02
  • Seidlhofer, B. (2005). English as a lingua franca. ELT Journal, 59, 339341. doi:10.1093/elt/cci064
  • Skutnabb-Kangas, T. (2000). Linguistic genocide in education—Or worldwide diversity and human rights? Mahwah, NJ: Lawrence Erlbaum.
  • Spratt, M., Humphreys, G., & Chan, V. (2002). Autonomy and motivation: Which comes first? Language Teaching Research, 6, 245266. doi:10.1191/1362168802lr106oa
  • Tseng, W. T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27, 78102. doi:10.1093/applin/ami046
  • Ushioda, E. (1996). Learner autonomy 5: The role of motivation. Dublin, Ireland: Authentik.
  • Ushioda, E. (2003). Motivation as a socially mediated process. In D. Little, J. Ridley, & E. Ushioda (Eds.), Learner autonomy in the foreign language classroom: Teacher, learner, curriculum and assessment (pp. 90102). Dublin, Ireland: Authentik.
  • Ushioda, E. (2006). Motivation, autonomy and sociocultural theory. In P. Benson (Ed.), Learner autonomy 8: Insider perspectives on autonomy in language learning and teaching (pp. 524). Dublin, Ireland: Authentik.
  • Wenden, A. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19, 515537. doi:10.1016/S0346-251X(99)00043-3
  • Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28, 377389. doi:10.2307/3587438
  • Wigfield, A., Hoa, L. W., & Klauda, S. L. (2008). The role of achievement values in the self-regulation of achievement behaviors. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 169195). New York, NY: Lawrence Erlbaum.
  • Winne, P. H., & Hadwin, A. F. (2008). The weave of motivation and self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research and applications (pp. 297314). New York, NY: Lawrence Erlbaum.
  • Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. Modern Language Journal, 86, 5466. doi:10.1111/1540-4781.00136
  • Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 119). New York, NY: Lawrence Erlbaum.
  • Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential dimension of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research and applications (pp. 130). New York, NY: Lawrence Erlbaum.