Abdulrahman, T. R., & Basalama, N. (2019). Promoting students’ motivation in learning English vocabulary through a collaborative video project. Celt: A Journal of Culture, English Language Teaching & Literature, 19(1), 107. https://doi.org/10.24167/CELT.V19I1.493
Bagheri Nevisi, R., & Farhani, A. (2022). Motivational factors affecting Iranian English as a Foreign Language (EFL) learners’ learning of English across differing levels of language proficiency. Frontiers in Psychology, 13. https://doi.org/10.3389/FPSYG.2022.869599
Bal, S., & Info, A. (2021). An investigation of the integration of blogs into EFL classes: Learners’ views toward blogs and preferences for writing classes. Journal of Educational Technology and Online Learning, 4(4), 594–604. https://doi.org/10.31681/JETOL.1016599
Becker, P. A. (2020). teaching language and literacy through the visual arts: An interdisciplinary, literature-based approach. Teaching Exceptional Children, 52(3), 166–179. https://doi.org/10.1177/0040059919894736/ASSET/0040059919894736.FP.PNG_V03
Çatalbaş, G., & Solmaz, O. (2024). The investigation of English language teachers’ use of literature and innovative technologies in the classroom according to various variables. Focus on ELT Journal, 6(1), 24–40. https://doi.org/10.14744/FELT.6.1.3
Chen, M. P., Wang, L. C., Zou, D., Lin, S. Y., Xie, H., & Tsai, C. C. (2022). Effects of captions and English proficiency on learning effectiveness, motivation and attitude in augmented-reality-enhanced theme-based contextualized EFL learning. Computer Assisted Language Learning, 35(3), 381–411. https://doi.org/10.1080/09588221.2019.1704787
ChengChiang Chen, J., & Kent, S. (2020). Task engagement, learner motivation and avatar identities of struggling English language learners in the 3D virtual world. System, 88. https://doi.org/10.1016/J.SYSTEM.2019.102168
Chon, Y. V., & Shin, T. (2019). Profile of second language learners’ metacognitive awareness and academic motivation for successful listening: A latent class analysis. Learning and Individual Differences, 70, 62–75. https://doi.org/10.1016/J.LINDIF.2019.01.007
Chua, H. W., & Lin, C. Y. (2020). The Effect of Task-Based Language Teaching in Learning Motivation. International Journal on Social and Education Sciences, 2(1), 41–48.
Creswell, J. W., & Creswell, J. D. (2018). Research Design qualitative, quantitative, and mixed methods approaches (5th ed). Sage Publications.
Gallagher, S. E., & Savage, T. (2023). Challenge-based learning in higher education: an exploratory literature review. Teaching in Higher Education, 28(6), 1135–1157. https://doi.org/10.1080/13562517.2020.1863354
Hu, X., & McGeown, S. (2020). Exploring the relationship between foreign language motivation and achievement among primary school students learning English in China. System, 89, 102199. https://doi.org/10.1016/J.SYSTEM.2020.102199
Hussein Hakeem Barzani, S., Sabah Meena, R., & Fouad Ali, H. (2021). Integration of Literature in English Language Teaching: Learners’ Attitudes and Opinions. Canadian Journal of Language and Literature Studies, 1(1), 27–43. https://doi.org/10.53103/CJLLS.V1I1.12
Iskhak, Mujiyanto, J., & Hartono, R. (2020). A Review on Reader Response Approach to Teaching Literature at EFL Contexts. English Language Teaching, 13(7), 118–123. https://doi.org/10.5539/elt.v13n7p118
Islam, M. Z. (2021). Shift of English Literature Learning from Classroom to Online: Preferences and Attitude of Bangladeshi Undergraduate Students. Elsya: Journal of English Language Studies, 3(1), 1–7. https://doi.org/10.31849/ELSYA.V3I1.5869
Jabeen, R., & Sarifa, N. (2022). Probing the Approaches to Teaching Literature to EFL Students - Graduate Learners’ Perspective. Journal of Arts and Humanities, 11(02), 01–08. https://doi.org/10.18533/JAH.V11I02.2236
Kaowiwattanakul, S. (2021). CEFR Based Learning Approach: Using Literature to Enhance EFL Students’ Reading Skills and Critical Thinking Skills. English Language Teaching, 14(11), 66–79. https://doi.org/10.5539/elt.v14n11p66
Kaur, C., Singh, S., Singh, T., Singh, M., Ja’afar, H., Eng Tek, O., Kaur, H., Mostafa, A., & Yunus, M. (2020). Teaching Strategies to Develop Higher Order Thinking Skills in English Literature. International Journal of Innovation, Creativity and Change. Www.Ijicc.Net, 11(8). www.ijicc.net
Li, Y., & Flowerdew, J. (2020). Teaching English for Research Publication Purposes (ERPP): A review of language teachers’ pedagogical initiatives. English for Specific Purposes, 59, 29–41. https://doi.org/10.1016/J.ESP.2020.03.002
Liando, N. V. F., Rorimpandey, R. S., Kumayas, T. A., & Tatipang, D. P. (2022). International Students’ Motivation and Self-Confidence in Learning Indonesian. Hong Kong Journal of Social Sciences, 60. http://www.hkjoss.com/index.php/journal/article/view/613
Lim, F. V., Toh, W., & Nguyen, T. T. H. (2022). Multimodality in the English language classroom: A systematic review of literature. Linguistics and Education, 69, 101048. https://doi.org/10.1016/J.LINGED.2022.101048
Liu, Z. (2022). The Interplay of English as a Foreign Language Learners’ Interest, Self-Efficacy, and Involvement. Frontiers in Psychology, 13. https://doi.org/10.3389/FPSYG.2022.837286
Miwa, S., Jitosho, R., Aoyama, T., Mukai, H., & Akamatsu, D. (2023). Implicit preferences and language performance: using a paper-and-pencil Implicit Association Test to predict English engagement and performance. Current Psychology. https://doi.org/10.1007/S12144-023-04906-5
Munna, A. S., & Kalam, M. A. (2021). Teaching and learning process to enhance teaching effectiveness: a literature review. International Journal of Humanities and Innovation (IJHI), 4(1), 1–4. https://doi.org/10.33750/IJHI.V4I1.102
Namaziandost, E., Alekasir, S., Hassan Mohammed Sawalmeh, M., & Miftah, M. Z. (2020). Investigating the Iranian EFL learners’ attitudes towards the implementation of e-portfolios in English learning and assessment. Cogent Education, 7(1), 1856764. https://doi.org/10.1080/2331186X.2020.1856764
Nguyen, T. D., Pham, L. D., Crouch, M., & Springer, M. G. (2020). The correlates of teacher turnover: An updated and expanded Meta-analysis of the literature. Educational Research Review, 31, 100355. https://doi.org/10.1016/J.EDUREV.2020.100355
Ntoumanis, N. (2022). The bright, dark, and dim light colors of motivation: Advances in conceptualization and measurement from a self-determination theory perspective. Advances in Motivation Science. https://doi.org/10.1016/BS.ADMS.2022.11.002
Prilutskaya, M. (2021). Examining Pedagogical Translanguaging: A Systematic Review of the Literature. Languages 2021, Vol. 6, Page 180, 6(4), 180. https://doi.org/10.3390/LANGUAGES6040180
Qiu, X. bin, Shan, C., Yao, J., & Fu, Q. ke. (2024). The effects of virtual reality on EFL learning: A meta-analysis. Education and Information Technologies, 29(2), 1379–1405. https://doi.org/10.1007/S10639-023-11738-0
Rorintulus, O. A., Wuntu, C. N., Tatipang, D. P., Karisi, Y., Kicha, L., Tineh, S., Aki, A. N., & Pratasik, G. (2024). Literary-Based ELT: Alternatives for Creative and Innovative English Learning. Cv. Tahta Media.
Santiago Schwarz, V., & Hamman-Ortiz, L. (2020). Systemic functional linguistics, teacher education, and writing outcomes for U.S. elementary English learners: A review of the literature. Journal of Second Language Writing, 49, 100727. https://doi.org/10.1016/J.JSLW.2020.100727
Taris, T. W. (2023). Workplace engagement and motivation. Advances in Motivation Science, 10, 179–213. https://doi.org/10.1016/BS.ADMS.2022.11.005
Viana, V., & Zyngier, S. (2020). Language-literature integration in high-school EFL education: investigating students’ perspectives. Innovation in Language Learning and Teaching, 14(4), 347–361. https://doi.org/10.1080/17501229.2019.1608999
Vonkova, H., Jones, J., Moore, A., Altinkalp, I., & Selcuk, H. (2021). A review of recent research in EFL motivation: Research trends, emerging methodologies, and diversity of researched populations. System, 103, 102622. https://doi.org/10.1016/J.SYSTEM.2021.102622
Vonkova, H., Papajoanu, O., & Moore, A. (2024). Foreign language learning motivation and the socioeconomic status of Czech lower secondary students: An analysis of mediating factors. International Journal of Educational Research, 124. https://doi.org/10.1016/J.IJER.2023.102302
Wei, Y. (2021). Enhancing Teacher–Student Interaction and Students’ Engagement in a Flipped Translation Classroom. Frontiers in Psychology, 12. https://doi.org/10.3389/FPSYG.2021.764370
Wei, Y. (2022). Toward Technology-Based Education and English as a Foreign Language Motivation: A Review of Literature. Frontiers in Psychology, 13, 870540. https://doi.org/10.3389/FPSYG.2022.870540/BIBTEX
Zhang, T., Chen, X., Hu, J., & Ketwan, P. (2021). EFL students’ preferences for written corrective feedback: Do error types, language proficiency, and foreign language enjoyment matter? Frontiers in Psychology, 12, 660564. https://doi.org/10.3389/FPSYG.2021.660564/BIBTEX