Construction and Validation of a Teachers’ Remotivational Strategies Measure: Ecological Systems and Self-Determination Theories in Perspective

Alamer, A., Al Khateeb, A., & Jeno, L. M. (2023). Using WhatsApp increases language students’ self‐motivation and achievement, and decreases learning anxiety: A self‐determination theory approach. Journal of Computer Assisted Learning, 39(2), 417-431. https://doi.org/10.1111/jcal.12753

Albalawi, F. H., & Al-Hoorie, A. H. (2021). From Demotivation to remotivation: A mixed-methods investigation. SAGE Open, 11(3), https://doi.org/10.1177/21582440211041101

Amali, N. A. K., Ridzuan, M. U. M., Rahmat, N. H., Seng, H. Z., & Mustafa, N. C. (2023). Exploring Learning Environment Through Bronfenbrenner’s Ecological Systems Theory. Journal of Academic Research in Progressive Education and Development, 12(2), 144-162. https://doi.org/10.6007/IJARPED/v12-i2/16516

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. https://doi.org/10.1016/j.caeai.2023.100148

Artelt, C. (2005). Cross-cultural approaches to measuring motivation. Educational Assessment, 10(3), 231-255. https://doi.org/10.1207/s15326977ea1003_5

Auerbach, C. E., & Silverstein, L. B. (2003). Qualitative data: An introduction to coding and analysis. New York, NY: New York University Press.

Bećirović, S., Dubravac, V., & Brdarević-Čeljo, A. (2022). Cooperative learning as a pathway to strengthening motivation and improving achievement in an EFL classroom. SAGE Open, 12(1). https://doi.org/10.1177/21582440221078016

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

Braun, V., & Clarke, V. (2021). To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales. Qualitative research in sport, exercise and health, 13(2), 201-216. https://doi.org/10.1080/2159676X.2019.1704846

Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press. https://doi.org/10.46303/jcve.02.02.6

Brown, H. D. (2007). Principles of language learning and teaching. White Plains, New York, N. Y: Pearson Longman. https://smartlib.umri.ac.id/assets/uploads/files/af2ff-language-teaching-principles-1-.pdf

Bui, H. P., & Nguyen, T. T. T. (2022). Classroom assessment and learning motivation: Insights from secondary school EFL classrooms. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2022-0020

Carpenter, C., Falout, J., Fukuda, T., Trovela, M., & Murphey, T. (2009). Helping students repack for remotivation and agency. In A. M. Stoke (Ed.), JALT2008 conference proceedings. Tokyo, JALT.

Chen, J.F., Warden, C.A., & Chang, H.T. (2005). Motivators that do not motivate: The case of Chinese EFL learners and the influence of culture on motivation. TESOL Quarterly, 39, 609–33. https://doi.org/10.2307/3588524

Chen, Y., & Zhao, S. (2022). Understanding Chinese EFL Learners’ Acceptance of Gamified Vocabulary Learning Apps: An Integration of Self-Determination Theory and Technology Acceptance Model. Sustainability, 14(18), 11288. https://doi.org/10.3390/su141811288

Cheng, H. F., & Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. International Journal of Innovation in Language Learning and Teaching, 1(1), 153-174. https://doi.org/10.3389/fpsyg.2023.1185851

Chong, S. W. (2021). Reconsidering student feedback literacy from an ecological perspective. Assessment & Evaluation in Higher Education, 46(1), 92-104. https://doi.org/10.1080/02602938.2020.1730765

Chou, M.-H. (2014). Assessing English vocabulary and enhancing young English as a foreign language learners’ motivation through games, songs, and stories. Education, 42 (3), 284–297. http://dx.doi.org/10.1080/03004279.2012.680899

Darvin, R., & Norton, B. (2021). Investment and motivation in language learning: What’s the difference? Language Teaching, 1-12. https://doi.org/10.1017/S0261444821000057

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determinism in human behavior. New York, N. Y: Plenumi. http://dx.doi.org/10.1007/978-1-4899-2271-7

Deci, E. L., Connell, J. P., & Ryan, R. M. (1989). Self-determination in a work organization. Journal of Applied Psychology, 74(6), 580-590. http://dx.doi.org/10.1037/0021-9010.74.4.580

Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(2), 273-284.

Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation (3^rd edition). Routledge. https://doi.org/10.4324/9781351006743

Ebadi, S., & Amini, A. (2022). Examining the roles of social presence and human-likeness on Iranian EFL learners’ motivation using artificial intelligence technology: A case of CSIEC chatbot. Interactive Learning Environments, 1-19. https://doi.org/10.1080/10494820.2022.2096638

Eccles, J. S. (2004). Schools, academic motivation, and stage‐environment fit. Handbook of adolescent psychology, 125-153. https://doi.org/10.1002/9780471726746.ch5

Falout, J. (2012). Coping with demotivation: EFL learners’ remotivation processes. TESL-EJ, 16(3), 1-29. https://eric.ed.gov/?id=EJ995738

Falout, J., Elwood, J., & Hood, M. (2009). Demotivation: Affective states and learning outcomes. System, 37(3), 403-417. http://dx.doi.org/10.1016/j.system.2009.03.004

Falout, J., Murphey, T., Fukuda, T., & Trovela, M. (2013). Japanese EFL learners’ remotivation strategies. In M. Cortazzi & L. Jin (Eds.), Researching cultures of learning (pp. 328-349). London, UK: Palgrave MacMillan. http://dx.doi.org/10.1057/9781137296344_17

Gadella Kamstra, L. S. (2021). Improving EFL teachers’ professional experiences and motivation: An ecological approach. TESL-EJ, 25(1). https://tesl-ej.org/pdf/ej97/a20.pdf

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

Garhani, B. C., & Supriyono, Y. (2021). EFL Learners’ Motivation in English Camp Setting: Self-Determination Theory Perspective. TLEMC (Teaching and Learning English in Multicultural Contexts), 5(1), 45-60. https://jurnal.unsil.ac.id/index.php/tlemc/article/view/2983

Ghasemi, F. (2021). L2 motivational self-system in practice: Alleviating students’ learned helplessness through a vision-based program. School Mental Health, https://doi.org/10.1007/s12310-021-09464-4

Ghasemi, F. (2022). A phenomenological analysis of teachers’ perceptions of ethical factors affecting the teacher–student relationships. Ethics & Behavior, 32(6), 549-561. https://doi.org/10.1080/10508422.2021.1944153

Green, C. D., Thornton, K., Fredrick, J. W., Wiggs, K. K., Smith, Z. R., Langberg, J. M., & Becker, S. P. (2023). Longitudinal Evaluation of School Climate in Predicting Mood and Academic Functioning in Adolescence: The Role of Academic Motivation. School Mental Health, 1-16. https://doi.org/10.1007/s12310-023-09606-w

Guo, X., & Lee, J. S. (2023). A systematic review of informal digital learning of English: An ecological systems theory perspective. System, 103097. https://doi.org/10.1016/j.system.2023.103097

He, L., & Li, C. (2023). Continuance intention to use mobile learning for second language acquisition based on the technology acceptance model and self-determination theory. Frontiers in Psychology, 14. 10.3389/fpsyg.2023.1185851

Holsti, O. R. (1969). Content analysis for the social sciences and humanities. Reading, MA: Addison-Wesley https://doi.org/10.3390/su13147665

Hu, P., & Zhang, J. (2017). A pathway to learner autonomy: A self-determination theory perspective. Asia Pacific Education Review, 18, 147-157. https://doi.org/10.1007/s12564-016-9468-z

Jiang, P., Namaziandost, E., Azizi, Z., & Razmi, M. H. (2023). Exploring the effects of online learning on EFL learners’ motivation, anxiety, and attitudes during the COVID-19 pandemic: a focus on Iran. Current Psychology, 42(3), 2310-2324. https://doi.org/10.1007/s12144-022-04013-x

Jung, S. K. (2011). Demotivating and remotivating factors in learning English: A case of low-level college students. English Teaching, 66(2), 47-72. http://kate.bada.cc/wp-content/uploads/2015/01/kate_66_2_3.pdf

Keskin, S. (2019). Factors affecting students’ preferences for online and blended learning: Motivational vs. cognitive. European Journal of Open, Distance and E-Learning (EURODL), 22(2), 72-86. https://www.ceeol.com/search/article-detail?id=848342

Kim, T. Y. (2021). Historical Development of English Learning Motivation Research. Springer.

King, R. B. (2021). Sociocultural and ecological perspectives on achievement motivation. Asian Journal of Social Psychology. https://doi.org/10.1111/ajsp.12507

Lee, J. H., & Lo, Y. Y. (2017). An exploratory study on the relationships between attitudes toward classroom language choice, motivation, and proficiency of EFL learners. System, 67, 121-131. https://doi.org/10.1016/j.system.2017.04.017

Lin, L, Lam W-I, & Tse., S.K. (2021). Motivational strategies, language learning strategies, and literal and inferential comprehension in second language Chinese reading: A structural equation modeling study.
Front. Psychol. 12, 707538. https://doi.org/10.3389/fpsyg.2021.707538

Liu, H. J. (2015). Learner autonomy: The role of motivation in foreign language learning. Journal of Language Teaching and Research, 6(6), 1165. www.academypublication.com/issues2/jltr/vol06/06/02.pdf

 Liu, M., & Oga-Baldwin, W. Q. (2022). Motivational profiles of learners of multiple foreign languages: A self-determination theory perspective. System, 106, 102762. https://doi.org/10.1016/j.system.2022.102762

Maeng, U. & S.-M. Lee (2017). EFL teachers’ behavior of using motivational strategies: The case of teaching in the Korean context. Teaching and Teacher Education, 46, 25–36. https://psycnet.apa.org/doi/10.1016/j.tate.2014.10.010

Merriam, S. B. (1997). Qualitative research and case study applications in education. Jossey-Bass Publishers. http://eds-courses.ucsd.edu/tep288a/shortbook.pdf

Milne, B. T. (1998). Motivation and benefits of complex systems approaches in ecology. Ecosystems, 1, 449-456. https://doi.org/10.1007/s100219900040

Min, M. H., & Chon, Y. V. (2021). Teacher motivational strategies for EFL learners: For better or worse. RELC Journal, 52(3), 557-573. https://doi.org/10.1177/0033688219900812

Munro, D., Schumaker, J. F., & Carr, S. C. (Eds.). (2014). Motivation and culture. Routledge.

Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.

Printer, L. (2023). Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom. Language Teaching Research, 13621688231204443. https://doi.org/10.1177/13621688231204443

Ritonga, M., Farhangi, F., Ajanil, B., & Farid Khafaga, A. (2022a). Interventionist vs. interactionist models of dynamic assessment (DA) in the EFL classroom: impacts on speaking accuracy and fluency (SAF), foreign language classroom anxiety (FLCA), and foreign language learning motivation (FLLM). Language Testing in Asia, 12(1), 1-21. https://doi.org/10.1186/s40468-022-00195-0

Ryan, R. M., & Deci, E. L. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11(4), 227-268. https://selfdeterminationtheory.org/SDT/documents/2000_DeciRyan_PIWhatWhy.pdf

Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic-dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). University of Rochester Press. https://www.elaborer.org/cours/A16/lectures/Ryan2004.pdf

Ryan, R. M., & Deci, E. L. (2022). Self-determination theory. In Encyclopedia of quality of life and well-being research (pp. 1-7). Cham: Springer International Publishing.

Ryan, R. M., & Deci, E. L. (2023). Acting as one: self-determination theory’s scientific and existential import. In  M. Ryan Richard, & L. Deci  Edward, The Oxford Handbook of Self-Determination Theory (pp. 1173–1192). OUP. https://doi.org/10.1093/oxfordhb/9780197600047.013.59

Sahragard, R., & Ansaripour, E. (2014). Demotivating and remotivating factors among MA students of TEFL: An Iranian case. International Journal of Society, Culture and Language (IJSCL), 2(1), 88-107. https://www.ijscl.net/article_4502_fca54c061bd252b2c06d0af5b594f3b7.pdf

Shelton-Strong, S. J. (2022). Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective. Language Teaching Research, 26(5), 963-985. https://doi.org/10.1177/1362168820912355

Simpson, A., Day, C., Goulding, J., & Asha, J. (2022). Australian teachers’ perceptions of effectiveness in a performative culture. Teaching and Teacher Education, 109, 103542. https://doi.org/10.1016/j.tate.2021.103542

Song, B., & Kim, T. Y. (2017). The dynamics of demotivation and remotivation among Korean high school EFL students. System, 65, 90–103. https://doi.org/10.1016/j.system.2016.12.010

Sugita McEown, M., & Takeuchi, O. (2014). Motivational strategies in EFL classrooms: How do teachers impact students’ motivation? Innovation in Language Learning and Teaching, 8(1), 20-38. https://doi.org/10.1080/17501229.2012.741133

Sumi, K., & Sumi, A. (2023). Need support and need satisfaction in Arabic language classes in Japanese universities from the viewpoint of self-determination theory. In Positive psychology and positive education in Asia: Understanding and fostering well-being in schools (pp. 175-191). Singapore: Springer Nature Singapore. https://link.springer.com/chapter/10.1007/978-981-99-5571-8_10

Tanhan, A., Taş, B., Agilkaya-Sahin, Z., Hayden, S. C., Korkmaz, O., & Gürsu, O. (2023). Perception of online education during covid-19: Online Photovoice (OPV) and ecological systems theory. British Journal of Guidance & Counselling, 1-20. https://doi.org/10.1080/03069885.2023.2247544

Tim, S.O., Daniel, L. & Pun, H.Y. (2021). The feasibility of motivational strategies in language classrooms: A tentative teacher-oriented definition. Teaching and Teacher Education,  106, 103470. https://doi.org/10.1016/j.tate.2021.103470

Ushioda, E. (2020). Language learning motivation: An ethical agenda for research. Oxford, UK: Oxford University Press. https://doi.org/10.3389/fpsyg.2021.666289

Wang, S., & Littlewood, W. (2021). Exploring students’ demotivation and remotivation in learning English. System, https://doi.org/10.1016/j.system.2021.102617

Yang, Z & Sanchez, H., S. (2021). Teachers’ pedagogical intentions while using motivational strategies, ELT Journal, https://doi.org/10.1093/elt/ccab070

Yekta, R. (2017). A comparative study of EFL learners’ de-motivation and re-motivation processes in distance vs. regular education systems. International Journal of English and Education, 6(2), 142-157. ijee.org/assets/docs/11.9645840.pdf

Zhang, L., & Modehiran, P. (2021). Model of English language learning motivation in ecological perspectives to improve learning motivation and English-speaking abilities of Chinese EFL students at Heilongjiang international university in China. Language in India, 21(9) http://www.languageinindia.com/sep2021/v21i9sep2021.pdf#page=168