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Motivation2Learn Lab Publications

Pre-registered Research Protocols for Ongoing Studies:

*with Motivation2Learn Lab Ph.D. Student

*Li, C., Fryer, L. K., & Chu, S. K. W. (2021, September 15). Utilising gamified formative assessment to support English language learning in schools: A protocol for a scoping review. https://doi.org/10.17605/OSF.IO/6VXFE 

*Li, C., & Fryer, L. K. (2022, February 28). The playing motivations of male and female gamers and the effects of stereotypes on their motivations in Honour of Kings. https://archive.org/details/osf-registrations-xrybt-v1 

Jiang, J., & Fryer, L. K. (2022, April 09). Digital simulation-based learning: a systematic review of review and meta-analysis. PROSPERO 2022 CRD42022315933 Available from: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42022315933

Jiang, J., & Fryer, L. K. (2022, April 09). Multi-user virtual reality simulation-based learning and training: a systematic review. https://doi.org/10.17605/OSF.IO/A7XSW

Jiang, J., & Fryer, L. K. (2022, June 22). What kind of built-in social tools keep students in MOOCs: a scoping review. https://doi.org/10.17605/OSF.IO/VZ6WR

*Liang, L., & Fryer, L. K. (2022, October 5). Protocol for a scoping review on the effectiveness of phonological-based instruction in improving East-Asian EFL learners’ English reading ability. https://doi.org/10.17605/OSF.IO/VZFUW 

Jiang, J., Simon, P.D., & Fryer, L.K. (2023. March 20). Capturing students' LMS experience: Measurement invariance across Chinese and English versions. https://doi.org/10.17605/OSF.IO/VAQU7

Simon, P..D., Zeng, L.M., & Fryer, L.K. (2022, December 9). A systematic review of student engagement research in adaptive learning platforms. https://doi.org/10.17605/OSF.IO/XSE86

Simon, P.D., Jiang, J., & Fryer, L.K. (2023, December 30), A scoping review of measures of students' and teachers' experiences in learning management systems. https://doi.org/10.17605/OSF.IO/TBWP9

 

Pre-registered Research Protocols for Completed Studies:

 

*Guo, Zhixing, & Fryer, L. K. (2022, January 19). What really elicits learners’ situational interest in the learning activities: A protocol for a scoping review on the most frequently addressed situational interest sources among existing empirical studies in educational settings. https://doi.org/10.17605/OSF.IO/AWUQK.

Recently or soon  to be Presented:

*with Motivation2Learn Lab Ph.D. Student

Fryer, L. K., Bovee, H. N., Shuichi, O. & Nakao, K. (2023). Short and long-term returns of self-efficacy’s latent growth: Attendance, knowledge gain, proximal and distal interest. EARLI Biennial, 2023, August, 21-26. https://doi.org/10.13140/RG.2.2.26639.76962

 

Fryer, L. K. & Shum, A. (2023). Math Task Experiences and Motivation to Learn More. EARLI Biennial, 2023, August, 21-26. https://doi.org/10.13140/RG.2.2.19928.88326

 

Jiang, J., & Fryer, L. K. (2023). The effect of virtual reality learning on students' motivation: A scoping review. American Educational Research Association 2023 Annual Meeting. Chicago, USA. 

Jiang, J., Shum, A., & Fryer, L. K. (2023). The effects of readiness and content repetition on interest and its development within social tasks in higher education foundation courses. American Educational Research Association 2023 Annual Meeting. Chicago, USA. 

Shum, A., Fryer, L. K., & Jiang, J. (2023). Repeated teaching methods on social/nonsocial tasks, course, and domain interest development in STEM higher education. American Educational Research Association 2023 Annual Meeting. Chicago, USA. 

Shum, A., Fryer, L. K., Jiang, J. (2023). Preparedness or development? Differential curve effects of self-efficacy on performance and interest in undergraduate-level mathematics. American Educational Research Association 2023 Annual Meeting. Chicago, USA. 

Outputs BY YEAR:

*with Motivation2Learn Lab Ph.D. Student

2023

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. (in press). Critical thinking and its relation to strategic processing. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09755-z

*Zhixing, G. & Fryer, L. K. (in press). What really elicits learners’ situational interest in the learning activities: A scoping review of the most frequently addressed situational interest sources among existing empirical studies in educational settings. Frontiers in Psychology (educational psychology). https://doi.org/10.3389/fpsyg.2023.1095680 —->Pre-registered: https://doi.org/10.17605/OSF.IO/AWUQK.

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/

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BY TOPIC:

 

Motivations to Learn

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., 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

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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.

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