OCR Output

EXTRAMURAL ENGLISH ACTIVITIES AND INDIVIDUAL LEARNER DIFFERENCES

DÖRNYEI, Zoltán: Research methods in applied linguistics: Ouantitative, gualitative and
mixed methodologies, Oxford, Oxford University Press, 2007.

DÖRNYEI, Zoltán: Ihe L2 Motivational Self System, in Zoltán Dörnyei — Ema Ushioda (eds.):
Motivation, language identity and the L2 self, Bristol, Multilingual Matters, 2009a, 9-42,
https://doi.org/10.21832/9781847691293-003

DÖRNYEI, Zoltán: The psychology ofsecond language acquisition, Oxford, Oxford Univer¬
sity Press, 2009b.

DÖRNYEI, Zoltán: Towards a better understanding of the L2 Learning Experience, the
Cinderella ofthe L2 Motivational Self System, Studies in Second Language Learning and
Teaching, 9(1), 2019, 19-30, https://doi.org/10.14746/ss11t.2019.9.1.2

DornyeEI, Zoltan — CsizEr, Kata: Some dynamics of language attitudes and motivation:
Results of a longitudinal nationwide survey, Applied Linguistics, 23(4), 2002, 421-462,
https://doi.org/10.1093/applin/23.4.421

DÖRNYEI, Zoltán — RYAN, Stephen (eds.): The psychology of the language learner revisited,
New York, Routledge, 2015, https://doi.org/10.4324/9781315779553

DÖRNYEI, Zoltán — TAGUCHI, Tatsuya: Questionnaires in second language research: Con¬
struction, administration and processing (2nd edition), New York, Routledge, 2010,
https://doi.org/10.4324/9780203864739

DÖRNYEI, Zoltán — Cs1zEr, Kata - NEMETH, Nora: Motivation, language attitudes and
globalization: A Hungarian perspective, Clevedon, Multilingual Matters, 2006, https://
doi.org/10.21832/9781853598876

EBRAHIMZADEH, Mohsen — ALAVvI, Sepideh: The effect of digital video games on EFL stu¬
dents’ language learning motivation, Teaching English with Technology, 17(2), 2017,
87-112.

EID, J.: Determining the relationship between visual style, imagination, the L2 motiva¬
tional self-system, and the motivation to learn English, French and Italian [Unpublished
master’s thesis], Nottingham, University of Nottingham School of English Studies, 2008.

ELGORT, Irina —- WARREN, Paul: L2 vocabulary learning from reading: Explicit and tacit
lexical knowledge and the role of learner and item variables, Language Learning, 64(2),
2014, 365-414, https://doi.org/10.1111/lang.12052

ELLEY, B. Warwick - MANGUBHAI, Francis: The impact of reading on second language
learning, Reading Research Quarterly, 19, 1983, 53-67, https://doi.org/10.2307/747337

Ezuis, C. Nick: Vocabulary acquisition: The implicit ins and outs of explicit cognitive me¬
diation, in Nick C. Ellis (ed.): Implicit and explicit learning of languages, London, Aca¬
demic Press, 1994, 211-282, https://doi.org/2027.42/139826

Eis, C. Nick: Implicit and explicit knowledge of language, in Nancy H. Hornberger (ed.):
Encyclopedia oflanguage and education: Knowledge about language, New York, Spring¬
er, 2008, 1-13, https://doi.org/10.1007/978-0-387-30424-3_143

ELLIs, Rod: The structural syllabus and second language acquisition, TESOL Quarterly,
27(1), 1993, 91-113, https://doi.org/10.2307/3586953

ELLIs, Rod: Implicit and explicit learning, knowledge and instruction, in Rod Ellis - Shawn

Loewen — Catherine Elder — Hayo Reinders — Rosemary Erlam — Jenefer Philp (eds.):

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