سیستم خودهای انگیزشی زبان دوم و عملکرد زبان انگلیسی: نقش واسطه‌ای خودنظم‌بخشی و اضطراب زبان دوم

Al-Hoorie, A. H. (2017). Implicit attitudes in language learning. Unpublished PhD thesis, University of Nottingham, UK. Thesis submitted to the University of Nottingham
for the degree of Doctor of Philosophy.

Amrous, N., & Zouiten, R. (2020). L2 Motivational Self System and Perceived Academic Competence: The Case of a Moroccan English Department. Journal of Applied Language and Culture Studies, 3, 165-187.

Arnold, J., & Brown, H. D. (1999). 1 A map of the terrain. Affect in language learning, 1.

Berger, A., Kofman, O., Livneh, U., & Henik, A. (2007). Multidisciplinary perspectives on attention and the development of self-regulation. Progress in Neurobiology, 82(5), 256-286.

Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The Impact of Goal
Orientation on Self-Regulation and Performance among College Students. British
Journal of Educational Psychology, 65, 317-329.

Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language Learning, 41(4), 469-512.

Dordinejad, F. G., & Ahmadabad, R. M. (2014). Examination of the relationship between foreign language classroom anxiety and English achievement among male and female Iranian high school students. International Journal of Language Learning and Applied Linguistics World, 6(4), 446-460.

Dörnyei, Z. (2009). The L2 motivational self system. Motivation, language identity and the L2 self, 36(3), 9-11.

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

Dörnyei, Z., & Chan, L. (2013). Motivation and vision: An analysis of future L2 self images, sensory styles, and imagery capacity across two target languages. Language Learning, 63(3), 437-462.

Dörnyei, Z., & Ushida, E. (2011). Teaching and researching motivation (2^nd Ed.). New York: Longman.

Elaldı, S. (2016). Foreign language anxiety students studying English language and literature of: a sample from Turkey. Academic Journals, 11(6), 219-228.

Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford. University Press.

El-Omari, A. (2016). Factors Affecting Students Achievement in English Language learning. Journal of Educational and Social Research, 6(2), 9-18.

Gardner, R. C. (1990). Attitudes, Motivation, and Personality as Predictors of Success in Foreign Language Learning. In T. S. Parry, & C. W. Stansfield (Eds.), Language Aptitude Reconsidered. Englewood Cliffs, NJ: Prentice Hall Regents.

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivations. London: Edward Arnold 6 (2), 419-421.

Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in Second Language Learning. Rowley, Massachusetts: Newbury house, MA.

Ghapanchi, Z., Khajavy, G., & Asadpour, S. (2011). L2 motivation and personality as predictors of the second language proficiency: role of the big five traits and l2 motivational self system. Canadian Social Science, 7(6), 148-155.

Higgins T. (1987). Self-discrepancy: a theory relating self and affect. Psychological Review, 94(3), 319-340.

Horwitz E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21(1), 112-126.

Horwitz E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.

Islam, M., Lamb, M., & Chambers, G. (2013). The L2 motivational self-system and national interest: A Pakistani perspective. System, 41(2), 231–244.

Kim, T. -Y., & Kim, Y. -K. (2014). A Structural Model for Perceptual Learning Styles, the Ideal L2 self, Motivated Behavior, and English Proficiency. System, 46(1), 14–27.

Kim, W., & Linan-Thompson, S. (2013). The Effects of Self-Regulation on Science Vocabulary Acquisition of English Language Learners With Learning Difficulties. Remedial and Special Education, 34(4), 225–236.

Lam, R. (2015). Feedback about self-regulation: Does it remain an “unfinished business” in portfolio assessment of writing? TESOL Quarterly, 49(2), 402-413.

Lamb, M. (2012). A self-system perspective of young adolescents’ motivation to learn English in urban and rural setting. Language Learning, 62(4), 997–1023.

Liu, M. (2006). Anxiety in Chinese EFL at different proficiency levels. System, 34(3), 301-316.

 Mackay, J. (2019). An ideal second language self-intervention: Development of possible selves in an English as a Foreign Language classroom context. System, 23(7), 50-62.

 Markus, H., & Nurius, P. (1986). Possible Selves. American Psychologist, 41(9), 954-969.

Muneera M. (2017). The Factors that Influence the Acquisition of English Language by Yemeni KG2 Students. International Journal of Research in Education Methodology, 8(1), 954-69.

Moskovsky, C., Assulaimani, T., Racheva, S., & Harkins, J. (2016). The L2 motivational self system and l2 achievement: a study of Saudi EFL learners. Modern Language Journal, 100(3), 641–654.

Na, Z. (2007). A study of high school students English learning anxiety. Asian EFL Journal, 9(3), 22-34.

Ortega, L. (2009). Understanding second language acquisition. London: Routledge.

Papi, M. (2010). The L2 Motivational Self System, L2 Anxiety, and Motivated Behavior: A Structural Equation Modeling Approach. System, 38(3), 467-479.

Rajab, A., Far, H. R., & Etemadzadeh, A. (2012). The relationship between L2 motivational self-system and L2 learning among TESL students in Iran. Procedia - Social and Behavioral Sciences, 66(7), 419–424.

Subekti, A. S. (2018). L2 motivational self system and L2 achievement: A Study of Indonesian EAP Learners, 8(1), 57–67.

Taguchi, T., Magid, M., & Papi, M. (2009). The L2 Motivational Self-System amongst Chinese, Japanese, and Iranian learners of English: a Comparative Study. In Dörnyei, Z., Ushioda, E. (Eds.), Motivation, Language Identity and the L2 Self (pp. 66-97). Buffalo, NY: Multilingual Matters.

Tseng, W. T., Chang, Y. J., & Cheng, H. F. (2015). Effects of L2 learning orientations and implementation intentions on self-regulation. Psychological Reports, 117(1), 319-339.

Tseng, W. T., Liu, H., & Nix, J. M. L. (2017). Self-regulation in language learning: Scale validation and gender effects. Perceptual & Motor Skills, 124(2), 531-548.

Tseng, W. T., & Schmitt, N. (2008). Toward a model of motivated vocabulary learning: A structural modeling approach. Language Learning, 58(2), 357-400.

 Wang, Y., Shun, B., & Yu, X. (2021). A latent profile analysis of EFL learners’ self-efficacy: Associations with academic emotions and language proficiency. International Journal of Bilingual Education and Bilingualism, 103, 102633.

Wu, K. (2010). The relationship between language learners’ anxiety and learning strategy in the CLT classrooms. International Education Studies, 3(1), 174-191.

Zheng, Y. (2008). Anxiety and second/foreign language learning. Canadian Journal for New Scholars in Education, 1(1), 1-12.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-72.eferences