| Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes WLQ Oga-Baldwin, Y Nakata, P Parker, RM Ryan Contemporary educational psychology 49, 140-150, 2017 | 336 | 2017 |
| Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning WLQ Oga-Baldwin System 86, 102128, 2019 | 272 | 2019 |
| Engagement, gender, and motivation: A predictive model for Japanese young language learners WLQ Oga-Baldwin, Y Nakata System 65, 151-163, 2017 | 227 | 2017 |
| Self-determination for all language learners: New applications for formal language education MS McEown, WLQ Oga-Baldwin System 86, 102124, 2019 | 129 | 2019 |
| What motivates language teachers: Investigating work satisfaction and second language pedagogy M Praver, W Oga-Baldwin Polyglossia 14 (2), 1-8, 2008 | 96 | 2008 |
| Self-determination mini-theories in second language learning: A systematic review of three decades of research AH Al-Hoorie, WLQ Oga-Baldwin, P Hiver, JP Vitta Language Teaching Research, 13621688221102686, 2022 | 65 | 2022 |
| Structure also supports autonomy: Measuring and defining autonomy‐supportive teaching in J apanese elementary foreign language classes WLQ Oga‐Baldwin, Y Nakata Japanese Psychological Research 57 (3), 167-179, 2015 | 64 | 2015 |
| Schools can improve motivational quality: Profile transitions across early foreign language learning experiences WLQ Oga-Baldwin, LK Fryer Motivation and Emotion 42, 527-545, 2018 | 51 | 2018 |
| Girls show better quality motivation to learn languages than boys: latent profiles and their gender differences WLQ Oga-Baldwin, LK Fryer Heliyon 6 (5), 2020 | 49 | 2020 |
| Motivational profiles of learners of multiple foreign languages: A self-determination theory perspective M Liu, WLQ Oga-Baldwin System 106, 102762, 2022 | 46 | 2022 |
| Profiles of language learning motivation: Are new and own languages different? WLQ Oga-Baldwin, LK Fryer Learning and Individual Differences 79, 101852, 2020 | 46 | 2020 |
| The critical role of the individual in language education: New directions from the learning sciences WLQ Oga-Baldwin, LK Fryer, J Larson-Hall System 86, 102118, 2019 | 40 | 2019 |
| Succeeding at junior high school: Students’ reasons, their reach, and the teaching that h (inders) elps their grasp LK Fryer, WLQ Oga-Baldwin Contemporary Educational Psychology 59, 101778, 2019 | 32 | 2019 |
| How teachers promote young language learners’ engagement: Lesson form and lesson quality WLQ Oga-Baldwin, Y Nakata Language Teaching for Young Learners 2 (1), 101-130, 2020 | 31 | 2020 |
| Optimizing new language use by employing young learners’ own language WLQ Oga-Baldwin, Y Nakata ELT journal 68 (4), 410-421, 2014 | 26 | 2014 |
| Engagement growth in language learning classrooms: A latent growth analysis of engagement in Japanese elementary schools WLQ Oga-Baldwin, LK Fryer, P Hiver, AH Al-Hoorie, S Mercer Student engagement in the language classroom, 224-240, 2021 | 22 | 2021 |
| Native vs. non-native teachers: Who is the real model for Japanese elementary school pupils? WLQ Oga-Baldwin, Y Nakata Journal of Asia TEFL 10 (2), 2013 | 22 | 2013 |
| One more reason to learn a new language: Testing academic self-efficacy transfer at junior high school LK Fryer, WLQ Oga-Baldwin Frontline Learning Research, 2017 | 18 | 2017 |
| The role of trait emotional intelligence in predicting academic stress, burnout, and engagement in Japanese second language learners K McEown, MS McEown, WLQ Oga-Baldwin Current Psychology 43 (2), 1395-1405, 2024 | 17 | 2024 |
| The motivated language teacher: Work satisfaction in a Japanese context WLQ Oga-Baldwin, M Praver JALT2007 Conference Proceedings. Tokyo: JALT, 2008 | 16 | 2008 |
Luke K FryerThe University of Hong Kong, Faculty of EducationVahvistettu sähköpostiosoite verkkotunnuksessa hku.hk