​​​​​​Outputs BY YEAR:

*with Motivation2Learn Lab Ph.D. Student  #Motivation2learn Lab postdoc

​

​2024

 

​#Jiang, J. & Fryer, L. K. (in production). What kind of built-in social tools keep students in MOOCs: a scoping review. Education and

Information Technologies.

      

#​Jiang, J., Goepel,G., Crolla K., Fryer, L. K.(2024). Impact of extended reality on students’ interest, self-efficacy and performance in

architecture education: A mixed-methods research. Advanced Engineering Informatics. https://doi.org/10.1016/j.aei.2024.102744

 

Fryer, L. K., *Shum. A., *Bovee, H. N., Nakao, K., & Ozono, S. ( in press). Short and long(er)-term returns of self-efficacy’s latent growth:

Class attendance and longitudinal impact on knowledge, proximal and distal interest. Educational Psychology. https://doi.org/10.1080/01443410.2024.2387549

 

Fryer, L. K. & *Shum, A. (in production). Math task experiences and motivation to learn more: how prior knowledge, interest and

self-efficacy with task-interest & task-difficulty together feed a desire to reengage with learning. British Journal of Educational Research. https://doi.org/10.1002/berj.4057

​

Fryer, L. K., *Guo, Z, *Li, C., *Liang, L., & *Zhong, Y. (in press). Self-efficacy in language classrooms: A systematic review and critical

evaluation with directions for future research/practice. Studies in Second Language Teaching.

 

*Li, C., Fryer, L. K. & Chu, S. K. W. (2024). Utilising gamified formative assessment to support English language learning in

schools: A scoping review. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2024.2352789

​

#Jiang, J., #Simon, P.D., & Fryer, L.K. (2024). Capturing students’ LMS experience: Measurement invariance across Chinese and

English versions. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-024-09402-8

​

#Simon, P.D., #Jiang, J., Fryer, L.K., King, R.B., & Frondozo, C.E. (in press). An assessment of learning management system use in higher

education: Perspectives from a comprehensive sample of teachers and students. Technology, Knowledge, and Learning. https://doi.org/10.1007/s10758-024-09734-5

​

Fryer, L. K., Ronnel K., Zeng, M. (2024). Student Engagement Across Pacific Asia: Steps toward a Shared Framework. Spring-Nature

Education Series. https://doi.org/10.1007/978-981-97-0558-0 

​

*Li, C., Fryer, L. K., & *Shum, A. (2024). The Playing Motivations of Male and Female Gamers and the Effects of Stereotypes on Their            Motivations in Honor of Kings. Simulation & Gaming. https://doi.org/10.1177/10468781241238299

​

*Liang, L. Oga-Baldwin, W. L.,  Nakao, K., *Shum. A. & Fryer, L. K. (In press). Transitioning from Paper to Touch interface: Phoneme-

Grapheme Recognition Testing and Gamification in Primary school classrooms. Technology in Language Teaching & Learning.

​

Ronnel, K. & Fryer, L. K. (2024. Hybridising our educational theories: Towards a more robust approach to educational research.

Educational Psychology Review. https://doi.org/10.1007/s10648-024-09850-9

 

 Nakao, K., Oga-Baldwin, W. L., & Fryer, L. K. (2024). Developing phoneme-grapheme recognition in English as a foreign language: A

longitudinal study at Japanese primary school. International Electronic Journal of Elementary School Education.　https://doi.org/10.26822/iejee.2024.335

​

#Simon, P., Bridges, S. & Fryer, L. K. (in press). Climate change discussion with family and friends and media exposure’s influence on

support for decarbonisation policies in Hong Kong: The mediating role of climate worry.
 

 #Simon, P.D., Fryer, L. K. and Nakao K. (2024). Assessing class participation in physical and virtual spaces: Current approaches and

issues. Frontiers in Education. https:// doi.org/10.3389/feduc.2023.1306568

 

#Jiang, J. & Fryer, L. K. (2024). The effect of virtual reality learning on students' motivation to

learn: A scoping review. Journal of Computer Assisted Learning. https//:doi.org/ 10.1111/jcal.12885

 

2023

Dinsmore, D.,  Fryer, L. K. & Dumas D. (2023). A theoretical and meta-theoretical reframing of the development of cognitive

processing and learning. Educational Psychology Review. 35 (66). https://doi.org/10.1007/s10648-023-09789-3

​

 Fryer, L. K., *Bovee, H. N., Witkins, N, & Mathews, P. (2023). Nudging students’ interest: A large-scale motivation-commercial

experimental proof of concept. System. https://doi.org/10.1016/j.system.2023.103162

​

*Shum, A. & Fryer, L. K. (2023). Grade goal effects on the interplay between motivation and performance in undergraduate gateway

mathematics courses. Contemporary Educational Psychology.  https://doi.org/10.1016/j.cedpsych.2023.102228 

​

#Simon, P.D., #Jiang, J., & Fryer, L.K. (2023), Measurement of Higher Education Students’ and Teachers’ Experiences in Learning

Management Systems: A Scoping Review. Assessment and Evaluation in Higher Education. Advance online publication. https://doi.org/10.1080/02602938.2023.2266154

​

Fryer, L. K. & Leenknecht, M. (2023). Toward an Organising Theoretical Model for Teacher Clarity, Feedback and Self‑Efficacy in the

Classroom. Educational Psychology Review, 35 (3). https://doi.org/10.1007/s10648-023-09787-5 

​

*Shum, A., Fryer, L. K., Vermunt, J., Donche, V., Petegam, P., Lee, D., Rienaldo, R., Ajiksmo, C., Summer W. & Cano, F. (2023).  Variable- and

Person-centred meta-re-analyses of university students' learning strategies from a cross-cultural perspective. Higher Education.https://doi.org/10.1007/s10734-023-01062-4 

​

Fryer, L. K., Zeng, L. M.,*Shum, A., Wong, C., & Ho, C. C. (2023). “Was that Interesting?” & “Does it Matter?”: The implications of on-task

learning experiences. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2022.101230

 

Shao, K., Kutuk, G., Nicholson, L. J., & Fryer, L. K. (2023). Factors influencing Chinese undergraduate students’ emotions in an online

language learning context during the COVID pandemic. Journal of Computer Assisted Learning. 

https://doi-org.eproxy.lib.hku.hk/10.1111/jcal.12791

​

Dinsmore, D. L. & Fryer, L. K. (2023). Critical thinking and its relation to strategic processing. Educational Psychology Review. 35

(1). https://doi.org/10.1007/s10648-023-09755-z

 

Fryer, L.K., *Shum, A., Nakao, K. (2023). Motivation to Learn in Open, Distance, and Digital Education. In: Handbook of Open, Distance

and Digital Education. Springer, Singapore. https://doi.org/10.1007/978-981-19-0351-9_52-1

​

​

2022​

Dinsmore, D. L., Fryer, L. K., & Parkinson, M. M. (2022). The learning styles hypothesis is false, but there are patterns of student

characteristics that are useful. Theory Into Practice. https://doi.org/10.1080/00405841.2022.2107333

​

Fryer, L.K., *Shum, A., Nakao, K. (2022). Motivation to Learn in Open, Distance, and Digital Education. In: Handbook of Open, Distance

and Digital Education. Springer, Singapore. https://doi.org/10.1007/978-981-19-0351-9_52-1

​

Fryer, L. K., Bovee, H. N. & Nakao, K. (2022). Self-efficacy latent growth trajectories' longitudinal  links with achievement and

interest: Both baseline and growth rate are important for interest outcomes. British Journal of Educational Psychology. http://doi.org/10.1111/bjep.

​

*Huang, W., Hew T. & Fryer, L. K. (2022). Chatbots for language learning—are they really useful? A systematic review of chatbot-supported

language learning. Journal of Computer Assisted Learning. http://doi.org/10.1111/jcal.12610

​

Nakao, K., Oga-Baldwin, W. L. Q., & Fryer, L. K. (2022, Fall). Phonemic awareness as fundamental listening skill: A cross-sectional, cohort

study of elementary foreign language learners. Asia Tefl. Vol. 19, No. 2, Summer, 2022, 609-618 http://dx.doi.org/10.18823/asiatefl.2022.19.2.13.609

 

*Shum, A., Fryer, L. K., & Cano, F. (2022). Nature vs Nurture: Predicting learning strategy patterns and their outcomes. Higher Education

Research and Development. https://doi.org/10.1080/07294360.2021.1985088

​

2021

Zeng, L. M., Fryer, L. K., & Zhao, M. (2021). Integrating student learning and university engagement models: Toward a comprehensive

assessment of the university student experience student learning experience for quality assurance in higher education. Higher Education Quarterly. http://doi.org/10.1111/hequ.12363

 

Fryer, L. K., *Shum, A., Lee, A. & Lau, P. (2021). Mapping students' interest in a new domain: Connecting prior knowledge, interest, and self-

efficacy with interesting tasks and a lasting desire to reengage. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2021.101493

​

Gegenfurtner, A., Narciss, S., Fryer, L. K., Järvelä, S., & Harackiewicz, J. M. (2021). Affective Learning in Digital Education. Frontiers in

Psychology, 11(3972). https://doi.org/10.3389/fpsyg.2020.630966.

 

Leenknecht, M., Wijnia, L., Köhlen, M., Fryer, L. K., Rikers, R., & Loyens, S. (2021). Formative assessment as practice: the role of students’

motivation, Assessment & Evaluation in Higher Education, https://doi.org/10.1080/02602938.2020.1765228

​

Oga-baldwin, W. & Fryer, L. K. (2021). Engagement growth in language learning classrooms A latent growth analysis of emotional,

behavioral and cognitive engagement in Japanese elementary school classrooms. Tokyo: Multilingual Matters.

​

Fryer, L. K., Zeng, L, & Zhao, M. (2021). Assessing university & programme experiences: Towards an integrated Asia Pacific approach.

Frontiers in Education. https://doi.org/10.3389/feduc.2021.748590

​

Fryer, L. K. & Bovee, H. N. (2020). Teaching for course interest. Studies in Higher Education. https://doi.org/10.1080/03075079.2020.1712692

​

​

2020

*Shum, A., Lau, P. F. & Fryer, L.K. (2020). Wiping the slate clean: (Re)Training graduate teaching assistants’ teaching approaches and

developing self-efficacy for and interest in teaching. Higher Education Research and Development. https://doi.org/10.1080/07294360.2020.1818063.​

​

Fryer, L. K., Coniam, D., Carpenter, R., & Lăpușneanu, D. (2020). Bots for language learning now: Current and future directions. Language

Learning & Technology, 24(2), 8–22. Retrieved from http://hdl.handle.net/10125/44719

​

Fryer, L. K., Thompson, A., Nakao, K., Howarth, M., & Gallacher, A. (2020). Supporting self-efficacy beliefs and interest as educational inputs

and outcomes: Framing AI and Human partnered task experience. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2020.101850

 

Fryer, L. K. & Dinsmore, D. L. (2020). The Promise and Pitfalls of Self-report: Development, research design and analysis issues, and

multiple methods. Frontline Learning Research.https://doi.org/10.14786/flr.v8i3.623

 

Oga-baldwin, W. L. & Fryer, L. K. (2020). Girls show better quality motivation to learn languages than boys: Latent profiles and their gender

differences. Heliyon. https://doi.org/10.1016/j.heliyon.2020.e04054

​

Fryer, L. K. & Nakao, K. (2020). The Future of Survey Self-report: An experimental test of  Likert, VAS, Slide, & “Swipe” touch

interfaces. FrontLine Learning Research. https://doi.org/10.14786/flr.v8i2.502 

 

Oga-Baldwin & Fryer, L. K. (2020). Profiles of language learning motivation: Are new and own languages different? Learning and Individual

Differences. https://doi.org/10.1016/j.lindif.2020.101852

​

​

2019

*Shum, A. & Fryer, L. K. (2019). Impact Of A Short Teaching And Learning Communication Skills Training Course: Research Postgraduate

Students' (RPgs) Transitions In Teaching And Learning. Asian Journal of Scholarship of Teaching. 9(2). 97-118.

​

Oga-Baldwin, W. L. Q., Fryer, L. K. & Larson-Hall, J. (2019). The critical role of the individual in language education: New directions from the

learning sciences. System. doi: https://doi.org/10.1016/j.system.2019.102118

 

Fryer, L. K. (2019). Getting interested in learning a language at school: Developing a sustainable source of classroom engagement. System.

doi: https://doi.org/ 10.1016/j.system.2019.102120

​

Dinsmore, D. & Fryer, L. K. (2019). Developing learners’ cognitive strategies and the  motivations to use them: Rethinking Education

Policy. Policy Insights from Behavioral and Brain Science. doi: https://doi.org/10.1177/2372732219860862

​

Fryer, L. K. & Oga-Baldwin, W. (2019). Succeeding at junior high school: Students’ reasons, their reach and the teaching that h(inders)elps

their grasp. Contemporary Educational Psychology. 59  doi: https://doi.org/10.1016/j.cedpsych.2019.101778. 

 

Fryer, L. K., Nakao, K. & Thompson, A. (2019). Chatbot learning partners: Connecting learning experiences, interest and

competence. Computers in Human Behaviour. 93,279-289. doi: https://doi.org/10.1016/j.chb.2018.12.023

​

Fryer, L. K. & Ainley, M. (2019). Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and

competence beliefs. Learning and Instruction. 60, 252-262. doi: https://doi.org/10.1016/j.learninstruc.2017.11.002

​

2018

Fryer, L. K. &  Ginns, P. (2018). A reciprocal test of perceptions of teaching quality and approaches to learning: A longitudinal examination of

teaching-learning connections. Educational Psychology. 8.1032-1049. doi: https://doi.org/10.1080/01443410.2017.1403568.

 

Oga-Baldwin, W. L. Q. & Fryer, L. K. (2018). Schools can improve motivational quality: Profile transitions across early foreign language

learning experiences. Motivation and Emotion. 42. 527-545. doi: https://doi.org/10.1007/s11031-018-9681-7

​

Fryer, L. K. & Bovee, H. N. (2018). Staying motivated to e-learn: Person- and variable-centred perspectives on the longitudinal risks and

support. Computers and Education. 120, 227-240 doi: https://doi.org/10.1016/j.compedu.2018.01.006

 

Fryer, L. K., Ginns, P., Howarth, M., Anderson, C. J., & Ozono, S. (2018). Modelling students’ individual differences in attendance: Why do

students skip class? Educational Psychology. 38, 470-486. doi: https://doi.org/10.1080/01443410.2017.1403567

 

Dinsmore, D. & Fryer, L. K. (2018). The Intersection between depth and the regulation of strategy use. British Journal of Educational

Psychology. 88, 1-8. doi: https://doi.org/10.1111/bjep.12209

 

Fryer, L. K. & Vermunt, J. D. (2018). Regulating approaches to learning: Testing learning strategy convergences across a year at

university. British Journal of Educational Psychology. 88, 21-41. doi: https://doi.org/10.1111/bjep.12169

​

2017

Fryer, L. K. & Oga-baldwin, W. (2017). One more reason to learn a new language: Testing academic self-efficacy transfer during first year at

junior high school. Frontline Learning Research. 5, 61-75. doi: https://doi.org/10.14786/flr.v5i4.301

 

Fryer, L. K., Ainley, M., Thompson, A., Gibson, A., & Sherlock, Z. (2017). Stimulating and sustaining interest in a language course: An

experimental comparison of Chatbot and Human task partners. Computers in Human Behavior, 75, 461-468. doi: https://doi.org/10.1016/j.chb.2017.05.045

 

Fryer, L. K. & Gijbels, D. (2017). Student learning in higher education: Where we are and paths forward. Educational Psychology Review. 29,

199-203. doi: https://doi.org/10.1007/s10648-017-9415-5

​

Fryer, L. K. (2017). (Latent) transitions to learning at university: A latent profile transition analysis of first-year Japanese students. Higher

Education. 73, 519-537. doi: https://doi.org/10.1007/s10734-016-0094-9     

​

Fryer, L. K. (2017). Building bridges: Seeking structure and direction for motivated learning strategy models.Educational Psychology

Review. 29, 325-344. doi: https://doi.org/10.1007/s10648-017-9405-7

​

2016

 Fryer, L. K., Ginns, P. & Walker, R. A. (2016). Reciprocal modelling of students’ regulation strategies and motivational deficits for

studying. Learning and Individual Differences. 51, 220-228. doi: https://doi.org/10.1016/j.lindif.2016.08.032

​

 Fryer, L. K., Van den Broeck, A. Ginns, P. & Nakao, K. (2016). Understanding students’ instrumental goals, motivation deficits and

achievement: Through the Lens of a latent profile analysis. Psychologica Belgica, 56, 226–243, doi: https://doi.org/10.5334/pb.265

​

 Fryer, L. K., Ainley, M. & Thompson, A. (2016). Modelling the links between students’ interest in a domain, the tasks they experience and

their interest in a course: Isn’t interest what university is all about? Learning and Individual differences. 50, 57-165 doi: https://doi.org/10.1016/j.lindif.2016.08.011

​

 Fryer, L. K., & Bovee, H. N. (2016). Supporting students’ motivation for e-learning assignments: Teachers matter on and offline. Internet

and Higher Education. 30, 21-29. doi: https://doi.org/10.1016/j.iheduc.2016.03.003

​

≤2015

 Fryer, L. K. (2015). Predicting self-concept, interest and achievement for first-year university students: The seeds of lifelong

learning. Learning and Individual Differences, 38, 107-114. doi: https://doi.org/10.1016/j.lindif.2015.01.007

​

Ginns, P., Loughland A., Tierney, R. J., Fryer, L. K., Amazan R., & McCormick, A. (2015). Evaluation of the Learning to Teach for Social Justice–

Beliefs Scale in an Australian context. Higher Education Research & Development, 34, 311-323. doi: https://doi.org/10.1080/07294360.2014.956701

​

 Fryer, L. K., Ginns, P. & Walker, R. (2014). Between students' instrumental goals and how they learn: Goal content is the gap to mind. British

Journal of Educational Psychology, 84, 612-30. doi: https://doi.org/10.1111/bjep.12052.

​

Fryer, L. K., Bovee, H. N., & Nakao, K. (2014). E-learning: Reasons language students don't want to. Computers & Education, 74, 26-36. doi:

https://doi.org/10.1016/j.compedu.2014.01.008

​

Fryer. L. K., Carter, P., Ozono, S., Nakao, K., & Anderson, C. J. (2013) Instrumental reasons for studying in compulsory English courses: I

didn’t come to university to study English, so why should I? Innovation in Language Learning and Teaching. 8, 239-256 doi: https://doi.org/10.1080/17501229.2013.835314

​

Fryer, L. K., Ginns, P., Walker, R. W., & Nakao, K. (2012). The adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary

environment. British Journal of Educational Psychology, 82, 549-563. doi: https://doi.org/10.1111/j.2044-8279.2011.02045.x

​

 Fryer, L. K., & Carpenter, R. (2006). Bots as language learning tools. Language Learning and Technology, 10, 8-14. Permanent Online

Location: llt.msu.edu/vol10num3/emerging/

​

​

==================================================================================================================

 

BY TOPIC:

 

Motivations to Learn

 

 Fryer, L. K., *Bovee, H. N., Witkins, N, & Mathews, P. (online). Nudging students’ interest: A large-scale motivation-commercial experimental proof of concept. System. https://doi.org/10.1016/j.system.2023.103162

​

Fryer, L. K., Zeng, L. M.,*Shum, A., Wong, C., & Ho, C. C. (2023). “Was that Interesting?” & “Does it Matter?”: The implications of on-task learning experiences. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2022.101230.

​

Fryer, L. K., Bovee, H. N. & Nakao, K. (2022). Self-efficacy latent growth trajectories' longitudinal  links with achievement and interest: Both baseline and growth rate are important for interest outcomes. British Journal of Educational Psychology. http://doi.org/10.1111/bjep.

​

*Shum, A., Lau, P. F. & Fryer, L. K. (2021). Wiping the slate clean: (Re)Training graduate teaching assistants’ teaching approaches and developing self-efficacy for and interest in teaching. Higher Education Research and Development. https://doi.org/10.1080/07294360.2020.1818063.​

​

Fryer, L. K., Thompson, A., Nakao, K., Howarth, M., & Gallacher, A. (2020). Supporting self-efficacy beliefs and interest as educational inputs and outcomes: Framing AI and Human partnered task experience. Learning and Individual Differences. doi: 10.1016/j.lindif.2020.101850

​

Oga-Baldwin & Fryer, L. K. (2020). Profiles of language learning motivation: Are new and own languages different? Learning and Individual Differences. doi:https://doi.org/10.1016/j.lindif.2020.101852

​

Fryer, L. K. & Oga-Baldwin, W. (2019). Succeeding at junior high school: Students’ reasons, their reach and the teaching that h(inders)elps their grasp. Contemporary Educational Psychology. 59  doi: /10.1016/j.cedpsych.2019.101778. 

​

Fryer, L. K. & Ainley, M. (2019). Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs. Learning and Instruction. 60, 252-262. doi:10.1016/j.learninstruc.2017.11.002

​

Oga-Baldwin, W. L. Q. & Fryer, L. K. (2018). Schools can improve motivational quality: Profile transitions across early foreign language learning experiences. Motivation and Emotion. 42. 527-545. doi: 10.1007/s11031-018-9681-7

​

Fryer, L. K., Ginns, P., Howarth, M., Anderson, C. J., & Ozono, S. (2018). Modelling students’ individual differences in attendance: Why do students skip class? Educational Psychology. 38, 470-486. doi: 10.1080/01443410.2017.1403567

​

Fryer, L. K. & Oga-baldwin, W. (2017). One more reason to learn a new language: Testing academic self-efficacy transfer during first year at junior high school. Frontline Learning Research. 5, 61-75. doi: 10.14786/flr.v5i4.301

​

Fryer, L. K., Van den Broeck, A. Ginns, P. & Nakao, K. (2016). Understanding students’ instrumental goals, motivation deficits and achievement: Through the Lens of a latent profile analysis. Psychologica Belgica, 56, 226–243, doi: 10.5334/pb.265

​

Fryer, L. K. (2015). Predicting self-concept, interest and achievement for first-year university students: The seeds of lifelong learning. Learning and Individual Differences, 38, 107-114. doi: 10.1016/j.lindif.2015.01.007

​

Interest and its development at school

 Fryer, L. K., *Bovee, H. N., Witkins, N, & Mathews, P. (online). Nudging students’ interest: A large-scale motivation-commercial experimental proof of concept. System. https://doi.org/10.1016/j.system.2023.103162

 

Fryer, L. K., Zeng, L. M.,*Shum, A., Wong, C., & Ho, C. C. (2023). “Was that Interesting?” & “Does it Matter?”: The implications of on-task learning experiences. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2022.101230.

​

Fryer, L. K., Bovee, H. N. & Nakao, K. (2022). Self-efficacy latent growth trajectories' longitudinal  links with achievement and interest: Both baseline and growth rate are important for interest outcomes. British Journal of Educational Psychology. http://doi.org/10.1111/bjep.

​

Fryer, L. K., *Shum, A., Lee, A. & Lau, P. (2021). Mapping students' interest in a new domain: Connecting prior knowledge, interest, and self-efficacy with interesting tasks and a lasting desire to reengage. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2021.101493

​

Fryer, L. K., Thompson, A., Nakao, K., Howarth, M., & Gallacher, A. (2020). Supporting self-efficacy beliefs and interest as educational inputs and outcomes: Framing AI and Human partnered task experience. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2020.101850

​

Fryer, L. K. , & Bovee, H. N. (2020) Teaching for course interest. Studies in Higher Education. https://doi.org/10.1080/03075079.2020.1712692

​

Fryer, L. K., Nakao, K. & Thompson, A. (2019). Chatbot learning partners: Connecting learning experiences, interest and competence. Computers in Human Behaviour. 93,279-289. doi: 10.1016/j.chb.2018.12.023

​

Fryer, L. K. (2019). Getting interested in learning a language at school: Developing a sustainable source of classroom engagement.  System.  doi: https://doi.org/ 10.1016/j.system.2019.102120

​

Fryer, L. K. & Ainley, M. (2019). Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs. Learning and Instruction. 60, 252-262. doi:10.1016/j.learninstruc.2017.11.002

​

 Fryer, L. K., Ainley, M., Thompson, A., Gibson, A., & Sherlock, Z. (2017). Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners. Computers in Human Behavior, 75, 461-468. doi: 10.1016/j.chb.2017.05.045

​

Fryer, L. K., Ainley, M. & Thompson, A. (2016). Modeling the links between students’ interest in a domain, the tasks they experience and their interest in a course: Isn’t interest what university is all about? Learning and Individual differences. 50, 57-165 doi: 10.1016/j.lindif.2016.08.011

​

Fryer, L. K. (2015). Predicting self-concept, interest and achievement for first-year university students: The seeds of lifelong learning. Learning and Individual Differences, 38, 107-114. doi: 10.1016/j.lindif.2015.01.007

​

Learning Strategies

Shum, A., Fryer, L. K., & Cano, F. (2022). Nature vs Nurture: Predicting learning strategy patterns and their outcomes. Higher Education Research and Development. https://doi.org/10.1080/07294360.2021.1985088

 

Shum, A. & Fryer, L. K. (2019). Impact Of A Short Teaching And Learning Communication Skills Training Course: Research Postgraduate Students' (RPgs) Transitions In Teaching And Learning. Asian Journal of Scholarship of Teaching. 9(2). 97-118.

​

Dinsmore, D. & Fryer, L. K. (2019). Developing learners’ cognitive strategies and the  motivations to use them: Rethinking Education Policy. Policy Insights from Behavioral and Brain Science. doi: 10.1177/2372732219860862

​

Fryer, L. K. &  Ginns, P. (2018). A reciprocal test of perceptions of teaching quality and approaches to learning: A longitudinal examination of teaching-learning connections. Educational Psychology. 8.1032-1049. doi:10.1080/01443410.2017.1403568.

​

Dinsmore, D. & Fryer, L. K. (2018). The Intersection between depth and the regulation of strategy use. British Journal of Educational Psychology. 88, 1-8. doi: 10.1111/bjep.12209

​

Fryer, L. K. & Vermunt, J. D. (2018). Regulating approaches to learning: Testing learning strategy convergences across a year at university. British Journal of Educational Psychology. 88, 21-41. doi: 10.1111/bjep.12169

​

Fryer, L. K. (2017). (Latent) transitions to learning at university: A latent profile transition analysis of first-year Japanese students. Higher Education. 73, 519-537. doi: 10.1007/s10734-016-0094-9     

​

Fryer, L. K., Ginns, P. & Walker, R. A. (2016). Reciprocal modelling of students’ regulation strategies and motivational deficits for studying. Learning and Individual Differences. 51, 220-228. doi: 10.1016/j.lindif.2016.08.032

​

Fryer, L. K., Van den Broeck, A. Ginns, P. & Nakao, K. (2016). Understanding students’ instrumental goals, motivation deficits and achievement: Through the Lens of a latent profile analysis. Psychologica Belgica, 56, 226–243, doi: 10.5334/pb.265

​

Fryer, L. K., Ginns, P., Walker, R. W., & Nakao, K. (2012). The adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary environment. British Journal of Educational Psychology, 82, 549-563. doi: 10.1111/j.2044-8279.2011.02045.x

​

Educational Technology

Fryer, L. K. & Bovee, H. N. (2018). Staying motivated to e-learn: Person- and variable-centred perspectives on the longitudinal risks and support. Computers and Education. 120, 227-240 doi: 10.1016/j.compedu.2018.01.006

​

Fryer, L. K., & Bovee, H. N. (2016). Supporting students’ motivation for e-learning assignments: Teachers matter on and offline. Internet and Higher Education. 30, 21-29. doi: 10.1016/j.iheduc.2016.03.003

​

Fryer, L. K., Bovee, H. N., & Nakao, K. (2014). E-learning: Reasons language students don't want to. Computers & Education, 74, 26-36. doi: 10.1016/j.compedu.2014.01.008

​

Fryer, L. K., & Carpenter, R. (2006). Bots as language learning tools. Language Learning and Technology, 10, 8-14. Permanent Online Location: llt.msu.edu/vol10num3/emerging/

​

Higher Education Teaching and Learning

*Fryer, L. K.; Lee, S.; Shum, A. (2020). Student Learning, Development, Engagement, and Motivation in Higher Education. In Oxford Bibliographies in Education. Ed. Anne Hynds. New York: Oxford University Press. doi: 10.1093/OBO/9780199756810-0246

​

Fryer, L. K. &  Ginns, P. (2018). A reciprocal test of perceptions of teaching quality and approaches to learning: A longitudinal examination of teaching-learning connections. Educational Psychology. 8.1032-1049. doi:10.1080/01443410.2017.1403568.

​

Fryer, L. K. & Gijbels, D. (2017). Student learning in higher education: Where we are and paths forward. Educational Psychology Review. 29, 199-203. doi: 10.1007/s10648-017-9415-5

​

Fryer, L. K. (2017). (Latent) transitions to learning at university: A latent profile transition analysis of first-year Japanese students. Higher Education. 73, 519-537. doi: 10.1007/s10734-016-0094-9     

​

Fryer, L. K. (2017). Building bridges: Seeking structure and direction for motivated learning strategy models.Educational Psychology Review. 29, 325-344. doi: 10.1007/s10648-017-9405-7

​

ChatBots as Learning Partners

Huang, W., Hew T. & Fryer, L. K. (2022). Chatbots for language learning—are they really useful? A systematic review of chatbot-supported language learning. Journal of Computer Assisted Learning. http://doi.org/10.1111/jcal.12610

​

Fryer, L. K., Coniam, D., Carpenter, R., & Lăpușneanu, D. (2020). Bots for language learning now: Current and future directions. Language Learning & Technology, 24(2), 8–22. Retrieved from http://hdl.handle.net/10125/44719

​

Fryer, L. K., Thompson, A., Nakao, K., Howarth, M., & Gallacher, A. (2020). Supporting self-efficacy beliefs and interest as educational inputs and outcomes: Framing AI and Human partnered task experience. Learning and Individual Differences. doi: 10.1016/j.lindif.2020.101850

​

Fryer, L. K., Nakao, K. & Thompson, A. (2019). Chatbot learning partners: Connecting learning experiences, interest and competence. Computers in Human Behaviour. 93,279-289. doi: 10.1016/j.chb.2018.12.023

​

Fryer, L. K., Ainley, M., Thompson, A., Gibson, A., & Sherlock, Z. (2017). Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners. Computers in Human Behavior, 75, 461-468. doi: 10.1016/j.chb.2017.05.045

​

Fryer, L. K., & Nakao, K. (2009). Assessing chatbots for EFL learner use. In A. Stoke (Ed.), JALT2008 Conference Proceedings.  Tokyo: JALT. Permanent Online Location: http://jalt-publications.org/proceedings/articles/84-jalt2009-proceedings-contents

​

Fryer, L. K., & Carpenter, R. (2006). Bots as language learning tools. Language Learning and Technology, 10, 8-14. Permanent Online Location: llt.msu.edu/vol10num3/emerging/

​

Learning a New Language at School

 

Nakao, K., Oga-Baldwin, W. L. Q., & Fryer, L. K. (2022, Fall). Phonemic awareness as fundamental listening skill: A cross-sectional, cohort study of elementary foreign language learners. Asia Tefl.

​

Oga-baldwin, W. L. & Fryer, L. K. (2021). Engagement growth in language learning classrooms A latent growth analysis of emotional, behavioral and cognitive engagement in Japanese elementary school classrooms. Tokyo: Multilingual Matters.

​

Oga-Baldwin, W. L. & Fryer, L. K. (2020). Profiles of language learning motivation: Are new and own languages different? Learning and Individual Differences .https://doi.org/10.1016/j.lindif.2020.101852

​

Fryer, L. K. (2019). Getting interested in learning a language at school: Developing a sustainable source of classroom engagement.  System.  https://doi.org/ 10.1016/j.system.2019.102120

​

Oga-Baldwin, W. L. Q., Fryer, L. K. & Larson-Hall, J. (2019). The critical role of the individual in language education: New directions from the learning sciences. System. https://doi.org/10.1016/j.system.2019.102118

​

Fryer, L. K. & Oga-Baldwin, W. (2019). Succeeding at junior high school: Students’ reasons, their reach and the teaching that h(inders)elps their grasp. Contemporary Educational Psychology. 59  doi: /10.1016/j.cedpsych.2019.101778. 

​

Fryer, L. K. & Ainley, M. (2019). Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs. Learning and Instruction. 60, 252-262. doi:10.1016/j.learninstruc.2017.11.002

​

Oga-Baldwin, W. L. Q. & Fryer, L. K. (2018). Schools can improve motivational quality: Profile transitions across early foreign language learning experiences. Motivation and Emotion. 42. 527-545. doi: 10.1007/s11031-018-9681-7

​

Fryer, L. K. & Oga-baldwin, W. (2017). One more reason to learn a new language: Testing academic self-efficacy transfer during first year at junior high school. Frontline Learning Research. 5, 61-75. doi: https://doi.org/10.14786/flr.v5i4.301

​

Fryer. L. K., Carter, P., Ozono, S., Nakao, K., & Anderson, C. J. (2013) Instrumental reasons for studying in compulsory English courses: I didn’t come to university to study English, so why should I? Innovation in Language Learning and Teaching. 8, 239-256 doi: 10.1080/17501229.2013.835314

​

Enhancing Self-report Methods

Fryer, L. K. & Nakao, K. (2020). The Future of Survey Self-report: An experimental test of  Likert, VAS, Slide, & “Swipe” touch interfaces. FrontLine Learning Research. doi: https://doi.org/10.14786/flr.v8i2.502 

​

Fryer, L. K. & Dinsmore, D. L. (2020). The Promise and Pitfalls of Self-report: Development, research design and analysis issues, and multiple methods. Frontline Learning Research. doi: https://doi.org/10.14786/flr.v8i3.623

​

The Power of Formative Assessment

Leenknecht, M. Loyens, S. &  Fryer, L. K. (2020). Formative assessment as practice: The Role of students’ motivation. Assessment and Evaluation in Higher Education. https://doi.org/10.1080/02602938.2020.1765228

​

==================================================================================================================

​

BOOK/BOOK CHAPTERS:

​

Learning Strategies

Dinsmore, D. L. Fryer, L. K., & Parkinson, M. M. (2020). Introduction: What are strategies? In D. L. Dinsmore, L. K. Fryer, & M. M. Parkinson (Eds.), Handbook of strategies and strategic processing: Conceptualization, measurement, and analysis. New York: Routledge.

​

Dinsmore, D. (Ed.), Fryer, L. K. (Ed.), Parkinson, M. (Ed.). (2020). Handbook of Strategies and Strategic Processing. New York: Routledge, https://doi.org/10.4324/9780429423635

​

Motivations to Learn

Oga-baldwin, W. L. & Fryer, L. K. (2018). Growing Up in the Walled Garden: Motivation, Engagement, and the Japanese Educational Experience. In G. Liem & S. Tan. (Eds), Student Motivation, Engagement, and Growth: Asian Insights. New York: Routledge.

​

Oga-baldwin, W. & Fryer, L. K. (2021). Engagement growth in language learning classrooms A latent growth analysis of emotional, behavioral and cognitive engagement in Japanese elementary school classrooms. Tokyo: Multilingual Matters.

​

​

Advanced Analytical Methods

Fryer, L. K., & Shum, A. (2020). Person-centered approaches to explaining students’ cognitive processing strategies. In D. L. Dinsmore, L. K. Fryer, & M. M. Parkinson (Eds.), Handbook of strategies and strategic processing: Conceptualization, measurement, and analysis. New York: Routledge.

​

Fryer, L. K., Larson-Hall, J., & Stewart, J. (2018). Experimental and longitudinal advances in language learning research. In A. Phakiti, P. D. Costa, L. Plonsky, & S. Starfield (Eds.), Palgrave Handbook of Applied Linguistics Research Methodology. New York: Palgrave.

​