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Qualitative Inquiry into L2 Motivation in English Medium Instruction: Perspectives from Social Science Lecturers in Sri Lanka

https://doi.org/10.2139/ssrn.4782270
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Outgoing claims: the papers this work cites, builds on, or argues with.

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Emotions and Language Teacher Identity: Conflicts, Vulnerability, and Transformation
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L2 SELVES, EMOTIONS, AND MOTIVATED BEHAVIORS
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The power of beliefs: lay theories and their influence on the implementation of CLIL programmes
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Professional development through reflective practice for English-medium instruction (EMI) teachers
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Language Teacher Immunity: A Double-Edged Sword
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Integrativeness: untenable for world Englishes learners?
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Existence of Integrative Motivation in an Asian EFL Setting
inferredcites →https://doi.org/10.1177/1028315317720767openalex-extracted
English-Medium Instruction and Intercultural Sensitivity: A Korean Case Study
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Perceived Self-Efficacy in Cognitive Development and Functioning
inferredcites →https://doi.org/10.14529/ped190207openalex-extracted
THE INFLUENCE OF ENGLISH MEDIUM INSTRUCTION ON TEACHER IDENTITY
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Higher education teachers’ attitudes towards English medium instruction: A three-country comparison
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The L2 motivational self system: A meta-analysis
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MOTIVATION AND CONFIDENCE OF INDONESIAN TEACHERS TO USE ENGLISH AS A MEDIUM OF INSTRUCTION
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English-Medium Instruction in Higher Education: Lessons from China
inferredcites →https://doi.org/10.21832/9781847691293openalex-extracted
Motivation, Language Identity and the L2 Self
inferredcites →https://doi.org/10.21832/9781853598876openalex-extracted
Motivation, Language Attitudes and Globalisation
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Social Identity, Investment, and Language Learning
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University Teachers’ Beliefs of Language and Content Integration in English-Medium Education in Multilingual University Settings
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Exploring EMI lecturers’ attitudes and needs
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The Psychology of the Language Learner: Individual Differences in Second Language Acquisition
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Self-discrepancy: A theory relating self and affect.
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