Motivation2Learn Lab Publications
Pre-registered Research Protocols for Ongoing Studies:
*with Motivation2Learn Lab Ph.D. Student #Motivation2learn Lab postdoc
*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
#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, July 20), Assessment of class participation in online and offline learning environments: A qualitative investigation of teachers' best practices and challenges. https://osf.io/qcbrd/?view_only=5e931c0371874c19987cb94a7ca064a5
#Simon, P.D. & Fryer, L.K. (2023, October 6), Scoping review and bibliometric analysis of research on augmented reality in environmental education. https://doi.org/10.17605/OSF.IO/ZV9K5
Huang, W., Jiang, J., & Fryer, L. K. (2024, January 5). How chatbots support students’ learning motivation: A scoping review.https://doi.org/10.17605/OSF.IO/YFS3Q
Pre-registered Research Protocols for Published Studies:
#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
*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
Recently or soon to be Presented:
*with Motivation2Learn Lab Ph.D. Student #Motivation2learn Lab postdoc
Jiang, J., Crolla, K., & Fryer, L. K. (2024). Impact of extended reality on students’ interest, self-efficacy and performance in
architecture education: A mixed-methods research. American Educational Research Association 2024 Annual Meeting. Philadelphia, USA. DOI: 10.13140/RG.2.2.12890.15046/1
Outputs BY YEAR:
*with Motivation2Learn Lab Ph.D. Student #Motivation2learn Lab postdoc
2024
*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, 0(0). 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. (in press). Hybridising our educational theories: Towards a more robust approach to educational research.
Educational Psychology Review.
Nakao, K., Oga-Baldwin, W. L., & Fryer, L. K. (in press). Developing phoneme-grapheme recognition in English as a foreign language: A
longitudinal study at Japanese primary school. International Electronic Journal of Elementary School Education.
#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
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
Learning. Educational Psychology Review, 35 (3). https://doi.org/10.1007/s10648-023-09789-3
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
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
(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
characteristics that are useful. Theory Into Practice. https://doi.org/10.1080/00405841.2022.2107333
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., *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
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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.