Removed due to plagiarism
This work is licensed under a
Creative Commons Attribution 4.0 International License
 Alderman, M., K. (2004). Motivation for Achievement. Mahwah NJ: Lawrence Erlbaum.
 Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology 84, 261-271.DOI: https://doi.org/10.1037//0022-0618.104.22.1681
 Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.DOI: https://doi.org/10.5465/amr.1987.4306538
 Brophy, J. (2004). Motivating Students to Learn. New Jersey: Lawrence Erlbaum Associates.
 Byrne, D. (1988). Teaching Writing Skills. London: Longman.
 Covington, M. V. (1992). Making the Grade: a self-worth perspective on motivation and school reform. Cambridge: Cambridge University Press.DOI: https://doi.org/10.1017/cbo9781139173582
 Covington, M. V. (1984). The motive for self worth. In R. Ames & C. Ames (Eds.), Research on motivation in education: Student motivation. San Diego, CA: Academic Press, p.77–113.
 Csikszentmihalyi, M. (1993). The evolving source: A psychology for the third millennium. New York: HarperCollins.
 Deci, E., L., & Moller, A., C. (2005). The concept of competence: A starting place for understanding intrinsic motivation and self-determined extrinsic motivation. In A. J. Elliot & C. S. Dweck (Eds.). Handbook of competence and motivation. New York: Guildford Press, pp.579-597.
 Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.
 Gardner, R. C. (1988). The socio-educational model of second-language learning: Assumptions, findings, and issues. Language Learning 38, 101-126.DOI: https://doi.org/10.1111/j.1467-1770.1988.tb00403.x
 Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
 Gardner, R., C. & MacIntyre P., D. (1993). A student's contributions to second-language learning. Part II: Affective variables. Language Teaching 26, 1-11.DOI: https://doi.org/10.1017/s0261444800000045
 Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
 Lee I. (1997).ESL learners' performance in error correction in writing: some implications for teaching, System 25 (4), 465-477.DOI: https://doi.org/10.1016/s0346-251x(97)00045-6
 Lightbown, P. & and Spada, N. (1999). How Languages are Learned (2nd edition).Oxford: Oxford University Press.
 Maehr, M., & Meyer, H. (1997). Understanding motivation and schooling: Where we've been, where we are, and where we need to go. Educational Psychology Review 9, 371-409.DOI: https://doi.org/10.7228/manchester/9781526105677.003.0005
 Patton, M. Q. (2002). Qualitative Research & Evaluation Methods (3rd ed.). United States of America: Sage.
 Schunk, D., H., Pintrich, P., R., and Meece, J., L. (2008). Motivation in Education: Theory, Research, and Applications (3rd ed.)., Englewood Cliffs, NJ: Merrill/Prentice Hall.
 Skehan, P. (1989). Individual Differences in Second Language Learning. London: Edward Arnold.
 Thrash, T., and Elliot, A. (2001). Delimiting and integrating achievement motive and goal constructs. In A. Efklides, J. Kuhl, and R. Sorrentino, (Eds.), Trends and prospects in motivation research. Boston: Kluwer, pp.3-21.DOI: https://doi.org/10.1007/0-306-47676-2_1
 Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review 92 (4), 548-73.DOI: https://doi.org/10.1037//0033-295x.92.4.548
 Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag.
 Wigfield, A., & Eccles, J., S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology 25, 68-81.DOI: https://doi.org/10.1006/ceps.1999.1015
 Burt, M. and Kiparsky, C. (1972). The Gooficon: A Repair Manual for English. Newbury House, Rowley, MA.
 Carney, E. (1994). A Survey of English Spelling. Routledge, London.
 Chomsky, N. (1980). Rules and Representations. Blackwell, Oxford.
 Corder, S.P. (1981). Error Analysis and Interlanguage. Oxford University Press, Oxford.
 Dulay, H., Burt, M. and Krashen, S.D. (1982). Language Two. Newbury House, Rowley, MA.
 Gatbonton, E. (1983). Patterned phonetic variability in second language speech: a gradual diffusion model, in B.W. Robinett and J. Schachter (eds), Second Language Learning: Contrastive Analysis, Error Analysis and Related Aspects. University of Michigan Press, Ann Arbor, MI. pp.240-55.DOI: https://doi.org/10.1017/s0272263100005490
 James, Carl. (1990). Learner language, Language Teaching Vol. 23 No. 4: 205-13.
 James, Carl and Garrett, P. (eds) (1991). Language Awareness in the Classroom. Longman, London.
 Stenson, N. (1983). Induced errors, in B.W. Robinett and J. Schachter (eds), Second Language Learning: Contrastive Analysis, Error Analysis and Related Aspects. University of Michigan Press, Ann Arbor, MI. pp.256-71.DOI: https://doi.org/10.1017/s0272263100005490
 Thomas, J. (1983). Cross-cultural pragmatic failure, Applied Linguistics Vol. 4 No. 2: 91-112. ( Received 22 April 2015; accepted 06 May 2015 ).