@article{oai:ngu.repo.nii.ac.jp:00000534,
 author = {Nitta, Ryo and Asano Ryoko},
 issue = {2},
 journal = {名古屋学院大学論集　言語・文化篇, THE NAGOYA GAKUIN DAIGAKU RONSHU; Journal of Nagoya Gakuin University; LANGUAGE and CULTURE},
 month = {Mar},
 note = {We report on part of an ongoing longitudinal study on students' motivational changes in EFL classrooms.  Research on second language (L2) motivation has traditionally focused on a static state, or what type of motivation contributes to successful L2 learning, but such choice motivation is different from executive motivation needed for sustaining a long period of learning.  Drawing on a process model of L2 motivation (Dornyei & Otto, 1998), this study examines how first year university students' executive motivation changes from the beginning to the end of EFL courses over one year (n=164).  In addition to pre-course and post-course questionnaires, short weekly questionnaires are provided at the end of every class for self-assessing students' own motivation towards the class.  Together with qualitative analysis of teacher reflection, the findings uncover underlying reasons for motivational fluctuation and evolution in EFL classrooms.},
 pages = {37--49},
 title = {Understanding motivation-in-action from a Dynamic Systems Approach},
 volume = {21},
 year = {2010}
}