The Effects of Differentiated Instruction (DI) on Achievement, Motivation, and Autonomy among English Learners

Volume 10, Issue 1, January 2022, Pages 127-144

10.30466/ijltr.2022.121125

Melek Sapan; Enisa Mede

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Students’ Perceptions of the Most and the Least Motivating Teaching Strategies in ESP Classes

Volume 9, Issue 1, January 2021, Pages 139-157

10.30466/ijltr.2021.120980

Lutfi Ashar Mauludin

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Readiness for Autonomy in English Language Learning: The Case of Indonesian High School Students

Volume 7, Issue 2, July 2019, Pages 1-18

10.30466/ijltr.2019.120695

Andrzej Cirocki; Syafiul Anam; Pratiwi Retnaningdyah

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On the Relationship between Iranian EFL Teachers’ Burnout and Motivation: A Mixed Methods Study

Volume 7, Issue 1, January 2019, Pages 77-99

10.30466/ijltr.2019.120634

Ali Roohani; Khadijeh Dayeri

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The Role of Teachers’ Classroom Discipline in Their Teaching Effectiveness and Students’ Language Learning Motivation and Achievement: A Path Method

Volume 3, Issue 1, January 2015, Pages 57-82

10.30466/ijltr.2015.20402

Mehrak Rahimi; Fatemeh Hosseini Karkami

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Using Convergent and Divergent Tasks to Improve Writing and Language Learning Motivation

Volume 3, Issue 1, January 2015, Pages 99-117

10.30466/ijltr.2015.20404

Hamid Marashi; Parissa Tahan-Shizari

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L2 Motivation Profiling and the Role of Context: A Study in Exploratory Statistical Procedures

Volume 1, Issue 2, July 2013, Pages 37-64

Lousia Vahtrick; Kees de Bot

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