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dc.contributor.authorBahari, Akbar-
dc.identifier.citationBahari, A. (2018). “Nonlinear dynamic motivation-oriented learner-centered L2 classroom”. Uludağ Üniversitesi Eğitim Fakültesi, 31(2), 781-810.tr_TR
dc.description.abstractBoth positive and negative aspects of teacher-learner relationships need to be addressed to provide a better picture of the actions and reactions between them. The present study focused on the negative aspects which serve to obstruct teachinglearning process in L2 classroom. To this end, 189 English as a foreign language (EFL) learners were consulted and interviewed concerning their attitudes towards the negative influence of some obstructive aspects of teacher-centered and testoriented EFL classrooms as well as the potential behind replacing such classes with nonlinear dynamic motivation-based learner-centered classrooms. The findings revealed that teacher-centered and test-oriented EFL classrooms are not only the cause of obstructive aspects of learning process, but also the main cause of quitting language learning and oppositional behavior among the academic EFL learners. The main implications of the study is the need for pedagogical reformations to create a learner-centered EFL classroom, where motivational factors of the learner as the main beneficiary of the EFL classroom are catered for and valued.en_US
dc.publisherBursa Uludağ Üniversitesitr_TR
dc.rightsAtıf 4.0 Uluslararasıtr_TR
dc.subjectNonlinear dynamic motivation-based (NDM-B)en_US
dc.subjectReactance theory (RT)en_US
dc.subjectDynamic systems theory (DST)en_US
dc.subjectL2 motivational self system (L2MSS)en_US
dc.titleNonlinear dynamic motivation-oriented learner-centered L2 classroomen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergitr_TR
dc.relation.journalUludağ Üniversitesi Eğitim Fakültesi Dergisi / Journal of Uludag University Faculty of Educationtr_TR
Appears in Collections:2018 Cilt 31 Sayı 2

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