Agawa, T., & Takeuchi, O. (2016). Validating self-determination theory in the Japanese EFL
context: Relationship between innate needs and motivation. Asian EFL Journal,18, 7-33.
Ahmadi. R. (2013). Iranian ESP learners’ perception of autonomy in language learning.
International Journal of Applied Linguitics and English Literature, 2 (1), 28-34.
Alamer A., Almulhim F. (2021). The interrelation between language anxiety and self-determined
motivation: A mixed methods approach. Frontiers in Education, 6 (1), 21-41. doi:
10.3389/feduc.2021.618655
Alibakhshi, A., & Nezakatgoo, B. (2019). Construction and validation of Iranian, EFL teachers’
teaching motivation scale. Cogent Education 6, (15), 85-93.
Assor, A. (2012). Allowing choice and nurturing an inner compass: Educational practices
supporting students’ need for autonomy. In S. L. Christenson (Ed.), Handbook of
research on student engagement (pp. 421–439). Berlin: Springer Science & Business.
Azizi, S. (2014). Iranian EFL learners’ perception of autonomous language learning in language
classrooms. Journal of Studies in Learning and Teaching English 2(7), 129-144.
Barr, J. E (2016). Self-determination theory and the educational motivations of the recently
incarcerated. Science Education, 84, 740–756.
Deci, E. L., & Ryan, R. M. (Eds.). (2002). Handbook of self-determination research. Rochester:
University of Rochester Press.
Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded
social contexts: An overview of self-determination theory. In R. M. Ryan (Ed.), Oxford
handbook of human motivation (pp. 85–107). Oxford: Oxford University Press.
Dincer, A. & Yeşilyurt, S. (2017). Motivation to speak English: A self-determination theory
perspective. PASAA, 53, 1-25.
Dörnyei, Z. (2010). Questionnaires in second language research: Construction, administration,
and processing (2
nd eEd.). London: Routledge.
Edward L., Deci, R. J., Vallerand, L. Pelletier, G., & Ryan, R. M. (1991). Motivation and
education: The self-determination perspective, Educational Psychologist, 26(4), 325-346
Elliot, A. J., Faler, J., McGregor, A. H., Keith, W., Sedikides, C. & Harackiewicz, J. M.(2000).
Competence valuation as a strategic intrinsic motivation process. Personality and
SocialPsychology Bulletin, 26, 780–794.
Farsi, M. (2014). Relationship between field dependent and /independent language proficiency of
female EFL students. International Journal of Language Learning and Applied
Linguistics World, 6(3), 22-
Gardner, R. C., Lalonde, R. N., & Moorcroft, R. (1985). The role of attitudes and motivation in
second language learning: Correlational and experimental considerations. Language
Learning, 35, 207–227. doi:10.1111/j.1467-1770. 1985.tb01025.x
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It’s not
autonomy support or structure, but autonomy support and structure. Journal of
Educational Psychology,102(3), 588–600.
Kaplan, H.(2017). Teachers’ autonomy support, autonomy suppression and conditional negative
regard as predictors of optimal learning experience among high-achieving Bedouin
students. Social Psychology of Education, 21, 10-28.-
Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32, 3–19.
Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied
Linguistics, 20(1), 71-94.
Mario, C. (2019). Theories of self-determination. Global encyclopedia of public administration,
public policy, and governance, 4, 1–6. doi:10.1007/978-3-319-31816-5_3710-1
Mason, M. (2012). Motivation, satisfaction, and innate psychological needs. International
Journal of Doctoral Studies, 7,85-102.
Moller, A. C., Ryan, R. M., & Deci, E. L. (2006). Self-determination theory and public policy:
Improving the quality of consumer decisions without using coercion. Journal of Public
Policy & Marketing, 25(1), 104–116. https://doi.org/10.1509/jppm.25.1.104
Chiew Fen, N. G. & Poh Kiat, N. G. (2015). A review of intrinsic and extrinsic motivations of
ESL learners. International Journal of Languages, Literature and Linguistics, 1, 98-105.
Noels, K. A. (2003). Learning Spanish as a second language: Learners’ orientations and
perceptions of their teachers’ communication style. In Z. Dörnyei (Ed.), Attitudes,
orientations, and motivation in language learning (pp. 97–136). Oxford: Blackwell.
Puteh-Behak, F. (2013). Using a multi-literacies approach in a Malaysian polytechnic classroom:
A participatory action research project (doctoral dissertation). The University of Southern
Queensland, Queensland, Australia.
Rahmanpanah, Hossein (2017). Self-determination theory as a grand theory of motivation in EFL
Classroom. Journal of Applied Linguistics and Language Research, 4(6), 153-164.
Ryan, R. M., & Deci, E. L. (2016). Facilitating and hindering motivation, learning, and wellbeing in schools: Research and observations from self-determination theory. In K. R.
Wentzel & D. B. Miele (Eds.), Handbook on motivation at schools (pp. 96–119). New
York: Routledge.
Sugita McEown, M., Noels, K., & Chaffee, K. (2014). At the interface of the socio-educational
model, self-determination theory, and the L2 motivational self-system model. In K.
Csizér, & M. Magid (Eds), The impact of self-concept on language learning (pp. 19-50).
Bristol: Multilingual Matters.
Zainuddin, Z., & Perera, C. J. (2019) Exploring students’ competence, autonomy and relatedness
in the flipped classroom pedagogical model, Journal of Further and Higher Education,
43(1), 115-126. DOI: 10.1080/0309877X.2017.1356916