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Malone, T. W., & Lepper, M. R. (1987). Making Learning Fun: A Taxonomy of Intrinsic Motivations for Learning. In R. E. Snow, & M. J. Farr (Eds.), Aptitude, Learning, and Instruction Volume 3: Cognitive and Affective Process Analyses (pp. 223-253). Hillsdale, NJ: Lawrence Erlbaum Associates.

has been cited by the following article:

• TITLE: Engage and Conquer: An Online Empirical Approach into Whether Intrinsic or Extrinsic Motivation Leads to More Enhanced Students’ Engagement

  AUTHORS: Catherine Kanellopoulou, Andreas Giannakoulopoulos

  KEYWORDS: Student Engagement, Foreign Language Learning, Intrinsic Motivation, Extrinsic Motivation, Online Foreign Language Learning

  JOURNAL NAME: Creative Education, Vol.11 No.2, February 27, 2020

  ABSTRACT: This paper reviews research literature in the area of student engagement and motivation and discusses the findings of an experiment which examined the effects of intrinsic and extrinsic motivation on the learning process of foreign language vocabulary with the use of a film extract. The extract was part of an online specially-built platform designed to enhance students’ engagement through a series of interactive activities. The article focuses on the relationship between motivation and engagement and looks into the differences in performance between students who are more intrinsically or extrinsically motivated. Based on our findings, we argue that intrinsic motivation leads to more active engagement on the part of learners, which is a pathway to deeper learning and better academic achievements in foreign language learning.