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Welcome to my personal website.

You will find here most of my published articles and book chapters in a downloadable form (indicated by underlined bullet points), and the last section also contains motivation questionnaires that we have used in our research in the past.

I do hope that you will find some of the material useful. Have fun!

Zoltán

Selected Publications

(The underlined bullet point after a title indicates that it is downloadable.)

Books and edited volumes

Dörnyei. Z., MacIntyre, P., & Henry, A. (Eds.) (in press). Motivational dynamics in language learning. Bristol: Multilingual Matters.
(A collection of 23 papers - 11 conceptual summaries and 12 empirical studies - exploring the dynamics of L2 motivation through applying the principles of complex dynamic systems theory.)

Arnold, J., Dörnyei. Z., & Pugliese, C. (in press). The Principled Communicative Approach: Seven criteria for success. London: Helbling.
(A collection of 75 classroom activities in a 'recipe book' format following the communicative principles described in Dörnyei, 2013 - see under "Chapters in edited volumes".)

Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.
(An accessible summary of why vision is important and how it can be enhanced, both in learners and teachers.)

Hadfield, J., & Dörnyei, Z. (2013). Motivating learning. Harlow: Longman.
(A collection of 99 classroom activities in a 'recipe book' format.)

Wong, M. S., Kristjánsson, C., & Dörnyei, Z. (Eds.). (2013). Christian faith and English language teaching and learning: Research on the interrelationship of religion and ELT. New York: Routledge.
(A collection of empirical studies on the relationship between faith and second language learning /teaching.)

Dörnyei, Z. (2012). Motivation in language learning. Shanghai: Shanghai Foreign Language Education Press.
(A collection of 13 papers with a newly written introduction and conclusion.)

Dörnyei, Z. (2011). Transfiguration, beauty and biblical interpretation. M.A. dissertation in Theology and Religious Studies, Department of Theology, University of Nottingham.
(This has very little to do with motivation or SLA but concerns my other main interest, biblical interpretation.)

Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow: Longman.
(A completely revised version of the 2001 book, covering both the theory and practice of L2 motivation as well as the main methods of researching it.)

Dörnyei, Z. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). London: Routledge.
(An extended version of the 2003 first edition.)

Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford: Oxford University Press.
(A survey of the main interfaces of psychology and SLA, from the neurobiology of the brain and the most influential theories of language acquisition to the psychology of classroom teaching/learning.)

Dörnyei, Z., & Ushioda, E. (Eds.). (2009). Motivation, language identity and the L2 self. Bristol: Multilingual Matters.
(A collection of 18 papers focusing on the link between motivation, self and identity, written by leading European, North American and Asian scholars.)

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.
(I wanted to write a comprehensive overview of research methodology from collecting the data to reporting the results that I would have liked to read when I started to do research. It focuses on both qualitative and quantitative procedures as well as 'mixed methods research'.)

Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Clevedon, England: Multilingual Matters.
(A summary of the main findings of the largest ever language attitude/motivation survey that involved over 13,000 Hungarian learners of English, German, French, Russian and Italian between 1993-2004.)

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
(A book-size overview of the traditional individual individual difference factors in SLA, from language aptitude to learner beliefs.)

Dörnyei, Z., & Murphey, T. (2003). Group dynamics in the language classroom. Cambridge: Cambridge University Press.
(An accessible overview of how to manage learner groups so that they develop into cohesive and productive learner communities, covering issues such as group development, group norms, student roles, leadership functions and conflict management.)

Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. Mahwah, NJ: Lawrence Erlbaum.
(See the information about the second edition above.)

Dörnyei, Z. (Ed.). (2003). Attitudes, orientations and motivations in language learning. Oxford: Blackwell.
(Five seminal papers published in the journal 'Language Learning' with a detailed introductory chapter.)

Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
(A practical teachers' guide on how to motivate learners.)

Dörnyei, Z. (2001). Teaching and researching motivation. Harlow: Longman.
(See the information about the second edition above.)

Dörnyei, Z. & Schmidt, R. (Eds.) (2001). Motivation and second language acquisition. Honolulu, HI: University of Hawaii Press.
(A collection of 20 papers written by scholars from all over the world demonstrating the richness of L2 motivation research at the turn of the new millennium.)

Ehrman, M., & Dörnyei, Z. (1998). Interpersonal dynamics in second language education: The visible and invisible classroom. Thousand Oaks, CA: Sage.
(A comprehensive discussion of a wide range of aspects of interpersonal and group dynamics.)

Chapters in edited volumes

Dörnyei, Z., MacIntyre, P. D., & Henry, A. (2015). Introduction: Applying complex dynamic systems principles to empirical research on L2 motivation. In Z. Dörnyei, P. D. MacIntyre & A. Henry (Eds.), Motivational dynamics in language learning (pp. 1-7). Bristol: Multilingual Matters.

Dörnyei, Z., Ibrahim, Z., & Muir, C. (2015). 'Directed Motivational Currents': Regulating complex dynamic systems through motivational surges,. In Z. Dörnyei, P. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 95-105). Bristol: Multilingual Matters.

Chan, L., Dörnyei, Z., & Henry, A. (2015). Learner archetypes and signature dynamics in the language classroom: A retrodictive qualitative modelling approach to studying L2 motivation In Z. Dörnyei, P. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 238-259). Bristol: Multilingual Matters.

Dörnyei, Z., Muir, C., & Ibrahim, Z. (2014). Directed Motivational Currents: Energising language learning through creating intense motivational pathways. In D. Lasagabaster, A. Doiz and J.M. Sierra (Eds.), Motivation and foreign language learning: From theory to practice (pp. 9-29). Amsterdam: John Benjamins.

Dörnyei, Z. (2014). Future self-guides and vision. In K Csizér & M. Magid (Eds.), The impact of self-concept on language learning (pp. 7-18). Bristol: Multilingual Matters.

Dörnyei, Z. (2014). Motivation in second language learning. In M. Celce-Murcia, D. M. Brinton & M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed., pp. 518-531). Boston, MA: National Geographic Learning/Cengage Learning.
- If you would like to receive a copy, please email me.

Ryan, S. & Dörnyei, Z. (2013). The long-term evolution of language motivation and the L2 self. In A. Berndt (Ed.), Fremdsprachen in der Perspektive lebenslangen Lernens (pp. 89-100). Frankfurt: Peter Lang.

Dörnyei, Z. (2013). Communicative Language Teaching in the twenty-first century: The 'Principled Communicative Approach'. In J. Arnold & T. Murphey (Eds.), Meaningful action: Earl Stevick's influence on language teaching (pp. 161-171). Cambridge: Cambridge University Press.

Lepp-Kaethler, E., & Dörnyei, Z. (2013). The role of sacred texts in enhancing motivation and living the vision in second language acquisition. In Wong, M. S., Kristjánsson, C., & Dörnyei, Z. (Eds.), Christian faith and English language teaching and learning: Research on the interrelationship of religion and ELT (pp. 171-188). New York: Routledge.

Dörnyei, Z., Wong, M. S., & Kristjánsson, C. (2013). Faith and SLA: An emerging area of inquiry. In Wong, M. S., Kristjánsson, C., & Dörnyei, Z. (Eds.), Christian faith and English language teaching and learning: Research on the interrelationship of religion and ELT (pp. 267-272). New York: Routledge.

Dörnyei, Z., & Csizér, K. (2012). How to design and analyze surveys in SLA research? In A. Mackey & S. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp. 74-94). Malden, MA: Wiley-Blackwell.

Ushioda, E., & Dörnyei, Z. (2012). Motivation. In S. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 396-409). New York: Routledge.

Dörnyei, Z. (2010). The relationship between language aptitude and language learning motivation: Individual differences from a dynamic systems perspective. In E. Macaro (Ed.), Continuum companion to second language acquisition (pp. 247-267). London: Continuum.

Dörnyei, Z. (2010). Researching motivation: From integrativeness to the ideal L2 self. In S. Hunston & D. Oakey (Eds.), Introducing applied linguistics: Concepts and skills (pp. 74-83). London: Routledge.

Dörnyei, Z. (2009). Individual differences: Interplay of learner characteristics and learning environment. In N. C. Ellis & D. Larsen-Freeman (Eds.), Language as a complex adaptive system (pp. 230-248). Oxford: Wiley- Blackwell.

Dörnyei, Z. (2009). The English language and the Word of God. In M. S. Wong & A. S. Canagarajah (Eds.), Christian and critical English language educators in dialogue: Pedagogical and ethical dilemmas (154-157). New York: Routledge.

Dörnyei, Z., & Tseng, W.-T. (2009). Motivational processing in interactional tasks. In A. Mackey & C. Polio (Eds.), Multiple perspectives on interaction: Second language research in honor of Susan M. Gass (pp. 117-134). London: Routledge.

Dörnyei, Z. (2009). The L2 Motivational Self System. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Bristol: Multilingual Matters.

Ushioda, E., & Dörnyei, Z. (2009). Motivation, language identities and the L2 self: A theoretical overview. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 1-8). Bristol: Multilingual Matters.

Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identities and the L2 self: Future research directions. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 350-356). Bristol: Multilingual Matters.

Dörnyei, Z. (2009). Motivation and the vision of knowing a second language. In B. Beaven (Ed.), IATEFL 2008: Exeter conference selections (pp. 16-22). Canterbury: IATEFL.

Dörnyei, Z. (2007). Creating a motivating classroom environment. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (Vol. 2, pp. 719-731). New York: Springer.

Shoaib, A., & Dörnyei. Z. (2005). Affect in life-long learning: Exploring L2 motivation as a dynamic process. In P. Benson & D. Nunan (Eds.), Learners' stories: Difference and diversity in language learning (pp. 22-41). Cambridge: Cambridge University Press.

Dörnyei, Z., Durow, V., & Zahran, K. (2004). Individual differences and their effect on formulaic sequence acquisition. In N. Schmitt (Ed.), Formulaic sequences (pp. 87-106). Amsterdam: John Benjamins.

Schmitt, N., Dörnyei, Z., Adolphs, S., & Durow, V. (2004). Knowledge and acquisition of formulaic sequences: A longitudinal study. In N. Schmitt (Ed.), The acquisition and use of formulaic sequences (pp. 55-86). Amsterdam: John Benjamins.

Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. In Z. Dörnyei (Ed.), Attitudes, orientations and motivations in language learning (pp. 3-32). Oxford: Blackwell.

Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. J. Doughty, & M. H. Long (Eds.), The handbook of second language acquisition (pp. 589-630). Oxford: Blackwell.

Dörnyei, Z. (2002). The motivational basis of language learning tasks. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 137-158). Amsterdam: John Benjamins. Reprinted in: K. Van den Branden, M. Bygate, J. M. Norris (Eds.), Task-based language teaching: A reader (pp. 357-377). Amsterdam: John Benjamins.

Dörnyei, Z., & Clément, R. (2001). Motivational characteristics of learning different target languages: Results of a nationwide survey. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 399-432). Honolulu, HI: University of Hawaii Press.

Dörnyei, Z., & Malderez, A. (1999). Group dynamics in foreign language learning and teaching. In J. Arnold (Ed.), Affective language learning (pp. 155-169). Cambridge: Cambridge University Press.

Journal articles

You, C. J., & Dörnyei, Z. (in press). Language learning motivation in China: Results of a large-scale stratified survey. Applied Linguistics.

  • (Advance Access available on the journal's website: http://applij.oxfordjournals.org/content/early/2014/08/23/applin.amu046.short?rss=1)

Waninge, F., Dörnyei, Z., & de Bot, K. (2014). Motivational dynamics in language learning: Change, stability and context. Modern Language Journal, 98(3), 704-723.

Dörnyei, Z. (2014). Researching complex dynamic systems: 'Retrodictive qualitative modelling' in the language classroom. Language Teaching, 47(1), 80-91.

Muir, C., & Dörnyei, Z. (2013). Directed Motivational Currents: Using vision to create effective motivational pathways. Studies in Second Language Learning and Teaching, 3(3), 357-375.

Dörnyei, Z., & Chan, L. (2013). Motivation and vision: An analysis of future L2 self images, sensory styles, and imagery capacity across two target languages. Language Learning, 63(3), 437–462.

Murphy, R. S. & Dörnyei, Z. (2010). Where does psychology and second language acquisition research connect? An interview with Zoltán Dörnyei. The Language Teacher, 34(2), 19-23.

Dörnyei, Z. (2009). Communicative language teaching in the 21st century: The 'principled communicative approach'. Perspectives, 36(2), 33-43.
[A slightly revised version of this paper has been published in J. Arnold & T. Murphey (Eds.), Meaningful action: Earl Stevick's influence on language teaching (pp. 161-171). Cambridge: Cambridge University Press. - See above.]

Dörnyei, Z. (2009). Individual differences: Interplay of learner characteristics and learning environment. Language Learning 59(Suppl. 1), 230-248. [Also published in a volume edited by Ellis and Larsen-Freeman - see above.]

Guilloteaux, M. J., & Dörnyei, Z. (2009). Reply to Rod Ellis's comment on "Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation". TESOL Quarterly, 43(1), 109-111.

Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55-77.

Dörnyei, Z. (2008). New ways of motivating foreign language learners: Generating vision. Links, 38(Winter), 3-4.

Cheng, H.-F., & Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning and Teaching, 1(1), 153-174

Dörnyei, Z. (2006). Individual differences in second language acquisition. AILA Review, 19, 42-68.

Tseng, W.-T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78-102.

Csizér, K., & Dörnyei, Z. (2005). Language learners' motivational profiles and their motivated learning behaviour. Language Learning, 55(4), 613-659.

Dörnyei, Z., & Csizér, K. (2005). The effects of intercultural contact and tourism on language attitudes and language learning motivation. Journal of Language and Social Psychology, 24(4), 327-357

Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. Modern Language Journal, 89(1), 19-36.

Kormos, J., & Dörnyei, Z. (2004). The interaction of linguistic and motivational variables in second language task performance. Zeitschrift für Interkulturellen Fremdsprachenunterricht [Online], 9(2), 19 pp.

Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-462.

Dörnyei, Z. (2001). New themes and approaches in L2 motivation research. Annual Review of Applied Linguistics, 21, 43-59.

Dörnyei, Z. (2000). Motivation in action: Towards a process-oriented conceptualisation of student motivation. British Journal of Educational Psychology, 70, 519-538.

Dörnyei, Z., & Kormos, J. (2000). The role of individual and social variables in oral task performance. Language Teaching Research, 4, 275-300.

MacIntyre, P., Clément, R., Dörnyei, Z., & Noels, K. (1998). Conceptualizing willingness to communicate in a L2: A situated model of confidence and affiliation. Modern Language Journal, 82, 545-562.

Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics (Thames Valley University, London), 4, 43-69.

Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2, 203-229.

Dörnyei, Z., & Kormos, J. (1998). Problem-solving mechanisms in L2 communication: A psycholinguistic perspective. Studies in Second Language Acquisition, 20, 349-385.

Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.

Bardovi-Harlig, K., & Dörnyei, Z. (1998). Do language learners recognize pragmatic violations? Pragmatic vs. grammatical awareness in instructed L2 learning. TESOL Quarterly, 32, 233-262.

Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1998). On directness in communicative language teaching. TESOL Quarterly, 32, 116-119.

Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1997). Direct approaches in L2 instruction: A turning point in communicative language teaching? TESOL Quarterly, 31, 141-152.

Dörnyei, Z. (1997). Psychological processes in cooperative language learning: Group dynamics and motivation. Modern Language Journal, 81, 482-493.

Dörnyei, Z., & Scott, M. L. (1997). Communication strategies in a second language: Definitions and taxonomies. Language Learning, 47, 173-210.

Dörnyei, Z., & Malderez, A. (1997). Group dynamics and foreign language teaching. System, 25, 65-81.

Dörnyei, Z. (1995). On the teachability of communication strategies. TESOL Quarterly, 29, 55-85.

Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). Communicative competence: A pedagogically motivated model with content specifications. Issues in Applied Linguistics, 6/2, 5-35. Translated into Basque: HIZPIDE, 41, 1998, 59-89.

Dörnyei, Z. (1994). Understanding L2 motivation: On with the challenge! Modern Language Journal, 78, 515-523.

Clément, R., Dörnyei, Z., & Noels, K. (1994). Motivation, self-confidence and group cohesion in the foreign language classroom. Language Learning, 44, 417-448.

Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-284.

Dörnyei, Z., & Thurrell, S. (1994). Teaching conversational skills intensively: Course content and rationale. ELT Journal, 48, 40-49. Reprinted in Oaks, D. D. (Ed.), Linguistics at work: A reader of applications (pp. 674-686). Fort Worth, TX: Harcourt Brace, 1998.

Dörnyei, Z., & Katona, L. (1993). The C-test: A teacher-friendly way to test language proficiency. English Teaching Forum, 31/1, 34-36.

Dörnyei, Z., & Katona, L. (1992). Validation of the C-Test amongst Hungarian EFL learners. Language Testing, 9, 187-206.

Dörnyei, Z., & Thurrell, S. (1991). Strategic competence and how to teach it. ELT Journal, 45, 16-23.

Dörnyei, Z. (1991). Krashen's Input Hypothesis and Swain's Output Hypothesis in practice: Designing 'i+l' teaching techniques. English Teaching Forum, 29, 33‑35.

Dörnyei, Z. (1990). Conceptualizing motivation in foreign language learning. Language Learning, 40, 46‑78.

Dörnyei, Z., & Gajdátsy, K. (1989). A student-centred approach to language learning 1-2. Practical English Teaching, 9/3 & 9/4, 34-35 & 43-45.

Dörnyei, Z. (1986). Exploiting textbook dialogues dynamically. Practical English Teaching, 6/4, 15‑16.

Translations, coursebooks and special journal issues

Dörnyei, Z. (2011). Creació d'un entorn motivador a l'aula. In Marí, I. & Strubell, M. (Eds.), La voluntat de comunicar, objectiu de les aules de llengües (pp. 181-198). Barcelona, Spain: Editorial UOC. [Catalan translation of the 2007 book chapter "Creating a motivating classroom environment".]

Dörnyei, Z. (2011). Actituds, orientacions i motivacions en l'aprenentatge de llengües: progressos en els àmbits de la teoria, la recerca i les aplicacions. In Marí, I. & Strubell, M. (Eds.), La voluntat de comunicar, objectiu de les aules de llengües (pp. 133-154). Barcelona, Spain: Editorial UOC. [Catalan translation of the 2003 article "Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications".]

MacIntyre, P., Clément, R., Dörnyei, Z., & Noels, K. (2011). Conceptualització de la voluntat de comunicar en una L2: un model situacional de confiança i afiliació en L2. In Marí, I. & Strubell, M. (Eds.), La voluntat de comunicar, objectiu de les aules de llengües (pp. 27-58). Barcelona, Spain: Editorial UOC. [Catalan translation of the 1998 article "Conceptualizing willingness to communicate in a L2: A situated model of confidence and affiliation".]

Dörnyei, Z. (2011). Processos psicològics en l'aprenentatge lingüístic cooperatiu: la dinàmica de grups i la motivació. In Marí, I. & Strubell, M. (Eds.), La voluntat de comunicar, objectiu de les aules de llengües (pp. 199-220). Barcelona, Spain: Editorial UOC. [Catalan translation of the 1997 article "Psychological processes in cooperative language learning: Group dynamics and motivation".]

Dörnyei, Z. (2011). Motivação em ação: Buscando uma conceituação processual da motivação de alunos. In Barcelos, A. M. F. (Ed.), Linguística aplicada: Reflexões sobre ensino e aprendizagem de língua materna e língua estrangeira (pp. 199-236). Campinas, Brazil: Pomtes. [Portugese translation of the 2000 article "Motivation in action: Towards a process-oriented conceptualisation of student motivation".]

Dörnyei, Z. (2008). Estrategias de motivación en el aula de lenguas. Barcelona, Spain: Editorial UOC. [Spanish translation of Motivational strategies in the language classroom.]

Dörnyei, Z. (2008). Estratègies de motivació a l'aula de llengües. Barcelona, Spain: Editorial UOC. [Catalan translation of Motivational strategies in the language classroom.]

Dörnyei, Z. (2008). 외국어 연구를 위한 설문지 작성 방법론 Seoul: Hankook Munhwasa. [Korean translation of Questionnaires in second language research.]

Dörnyei, Z., & Murphey, T. (2006). Talde-dinamika hizkuntz ikasgelan. Donostia, Spain: HABE. [Basque translation of Group dynamics in the language classroom.]

Bardovi-Harlig, K., & Dörnyei, Z. (Eds.) (2006). Themes in SLA research [Special issue]. AILA Review, 19.

Dörnyei, Z. (2006). 外国語教育学のための質問紙調査入門―作成・実施・データ処理. Tokyo: Shohakusha Publishing Co. [Japanese translation of Questionnaires in second language research.]

Dörnyei, Z. (2005). Teaching and researching motivation (Chinese edition). Beijing: Foreign Language Teaching and Research Press.

Dörnyei, Z. (2005).動機づけを高める英語指導ストラテジ. Tokyo: Taishukan Publishing Co. [Japanese translation of Motivational strategies in the language classroom.]

Dörnyei, Z. (2004). Motibazio-estrategiak hizkuntz ikasgelan. Donostia, Spain: HABE. [Basque translation of Motivational strategies in the language classroom.]

Dörnyei, Z., & Thurrell, S. (1990). Expressions on your own (English vocabulary‑building coursebook). Budapest: Belvedere‑Ötlet.

Dörnyei, Z., Salamon, G., & Szesztay, M. (1986). Words on your own (English vocabulary‑building coursebook). Budapest: International House.

Motivation questionnaires

A concise, practical summary of how to develop and process questionnaires:
Dörnyei, Z., & Csizér, K. (2012). How to design and analyze surveys in SLA research? In A. Mackey & S. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp. 74-94). Malden, MA: Wiley-Blackwell.

The motivation questionnaires used in the 2008-2009 comparative survey project in Japan, China and Iran
(see Taguchi, Magid, & Papi, 2009, in Dörnyei & Ushioda, 2009; + Dörnyei, 2010, Questionnaires in Second Language Research, Chapter 5 and Appendices A and B)

'Motivational Orientation of Language Teaching' (MOLT) classroom observation scheme (Guilloteaux & Dörnyei, 2008)

The motivation questionnaire used in the 1993-2004 Hungarian survey project
(see e.g. Dörnyei & Csizér, 2002; Dörnyei, Csizér, & Németh, 2006)

'Motivational Strategies Questionnaire' (Cheng & Dörnyei, 2007)

'Self-Regulating Capacity in Vocabulary Learning' (SRCvoc) scale (Tseng, Dörnyei, & Schmitt, 2006)

'English Language Learning Survey' (Clément, Dörnyei, & Noels, 1994)

Language Orientation Questionnaire (Dörnyei & Chan, 2013)
(Not all the items were used in the final study and the visual style scale lacked sufficient reliability.)

Motivation questionnaire used in the 2013 Chinese survey (You & Dörnyei, in press)