Journal articles

Vlaeva, D. & Dörnyei, Z. (in press). Vision enhancement and language learning: A critical analysis of vision-building in an English for Academic Purposes programme. Language Teaching Research.

Le-Thi, D., Dörnyei, Z., & Pellicer-Sánchez, A. (in press). Increasing the effectiveness of teaching L2 formulaic sequences through motivational

strategies and mental imagery: A classroom experiment. Language Teaching Research.

Muir, C., Dörnyei, Z., & Adolphs, S. (2021). Role models in language learning: Results of a large-scale international survey. Applied Linguistics, 42(1), 1-23.

Dörnyei, Z., & Wada, R. (Winter, 2019). 生徒のモチベーションを高める英語指導ストラテジー: モチベーショナル・ストラテジーの理論と実践 (ELT strategies for increasing student motivation: Theory and practice of motivational strategies; in Japanese). English Teacher Magazine, 8-13.

Dörnyei, Z. (2019). Psychology and language learning: The past, the present and the future. Journal for the Psychology of Language Learning, 1(1), 27-41.

Dörnyei, Z. (2019). Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System. Studies in Second Language Learning and Teaching, 9(1), 19-30.

Adolphs, S., Clark, L., Dörnyei, Z. Glover, T., Henry, A., Muir, C., Sánchez-Lozanoc, E., & Valstarc, M. (2018). Digital innovations in L2 motivation: Harnessing the power of the Ideal L2 Self. System, 78, 173-185.

Dörnyei, Z., & Al-Hoorie,  (2017). The motivational foundation of learning languages other than Global English: Theoretical issues and research directions. Modern Language Journal, 101(3), 455–468.

Ushioda, E., & Dörnyei, Z. (2017). Beyond Global English: Motivation to learn languages in a multicultural world (Introduction to the Special Issue). Modern Language Journal, 101(3), 451–454.

Hiver, P., & Dörnyei, Z. (2017). Language teacher immunity: A double-edged sword. Applied Linguistics. Applied Linguistics, 38(3), 405-423.

You, C. J., & Dörnyei, Z. (2016). Language learning motivation in China: Results of a large-scale stratified survey. Applied Linguistics, 37(4), 495-516.

You, C. J., Dörnyei, Z., & Csizér, K. (2016). Motivation, vision, and gender: A survey of learners of English in China. Language Learning, 66(1), 94-123.


Boo, Z., Dörnyei. Z., & Ryan, S. (2015). L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape. System, 55, 147-157.


Henry, A., Davydenko, S., & Dörnyei, Z. (2015). The anatomy of Directed Motivational Currents: Exploring intense and enduring periods of L2 motivation. Modern Language Journal, 99(2), 329-345.


Dörnyei, Z., & Scholes, J. (April, 2015). Personal, practical and principled: Jack Scholes asks author Zoltán Dörnyei about his unique approach to language learning. EL Gazette, 24.


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.

Dörnyei, Z. & Murphy, R. S. (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.

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