Aliakbari, M., Monfared, M. (2014). Iranian students’ beliefs and motivations towards English. Procedia-Social and Behavioral Sciences, 98: 200-6.
Brown, H. D. (1990). M & Ms for language classrooms? Another look at motivation. In J. E. Alatis (Ed.). Georgetown University round table on language and linguistics (pp. 383-93). Washington, DC: Georgetwon University Press
Chalak, A., Kassaian, Z. (2010). Motivation and Attitudes of Iranian Undergraduate EFL Students towards Learning English. GEMA Online Journal of Language Studies, 10: 37-56.
Crookes, G., Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language learning, 41(4): 469-512.
Csizér, K., Kormos, J. (2009). Learning experiences, selves and motivated learning behaviour: A comparative analysis of structural models for Hungarian secondary and university learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 98-119). Bristol: Multilingual Matters.
Dastgheib, A. (1996). The role of attitudes and motivation in second/foreign language learning. (Unpublished doctoral dissertation). Islamic Azad University,Tehran.
Dörnyei, Z. (2009). The L2 motivational self system. Motivation, language identity and the L2 self, 36(3), 9-11.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
Dörnyei, Z. (2009). The L2 motivational self system. Motivation, language identity and the L2 self, 36(3): 9-11.
Dörnyei, Z., Ushioda, E. (2011). Teaching and researching motivation. London: Routledge.
Dornyei, Z. (2005). The psychology of the language learner. US: Lawrence Erlbaum Associates.
Ellis, R., Barkhuizen, G. P. (2005). Analysing learner language. Oxford: Oxford University Press.
Gardner, R. C. (1985). Social psycholohy and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R. C., Lambert, W. E. (1959). Motivational variables in second-language acquisition. Canadian Journal of Experimental Psychology, 13: 266.
Gardner, R. C., Lambert, W. E. (1972). Attitudes and Motivation in Second-Language Learning. MA: Newbury House.
Graneheim, U. H., Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse education today, 24(2), 105-112.
Higgins, E. T. (1996). The ‘self-digest’: Self-knowledge serving self-regulatory functions. Journal of Personality and Social Psycholgy, 71 (6), 1062-83.
Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94: 319-40.
Julkunen, K. (1989). Situation and task-specific motivation in foreign-language learning and teaching:Joensuu: University of Joensuu.
Lapadat, J. C. (2000). Problematizing transcription: Purpose, paradigm and quality. International Journal of Social Research Methodology, 3(3): 203-219.
Markus, H., & Nurius, P. (1986). Possible selves. American psychologist,41(9): 954.
McKay, S. L. (2006). Researching second language classrooms. London: Routledge.
Ortega, L. (2009). Understanding second language acquisition. London: Routledge.
Oxford, R., Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The modern language journal, 78(1): 12-28.
Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38(3): 467-479.
Patton, M. Q. (1990). Qualitative evaluation and research methods. London: Sage Publications.
Rajab, A., Far, H. R., Etemadzadeh, A. (2012). The relationship between L2 motivational self-system and L2 learning among TESL students in Iran. Procedia-Social and Behavioral Sciences, 66: 419-424.
Rajabpour, M., Ghanizadeh, A., Ghonsooly, B. (2015). A study of motivational facet of language use in the light of Dornyei’s L2 Motivational Self-system. Journal of Applied Linguistics and Language Research, 2(5): 179-196.
Reeve, J. (2014). Understanding motivation and emotion. John Wiley & Sons.
Ryan, S. (2009). Self and identity in L2 motivation in Japan: The ideal L2 self and Japanese learners of English. Motivation, language identity and the L2 self, 120-143.
Sadighi, F., Maghsudi, N. (2000). The relationship between motivation and English proficiency among Iranian EFL learners. Indian Journal of Applied Linguistics 26 (1): 39-52.
Schiffrin, D. (1994). Approaches to discourse (Vol. 8). Oxford: Blackwell.
Sayadian, S., Lashkarian, A. (2010). Investigating attitude and motivation of Iranian university learners toward English as a foreign language.Contemporary issues in education research, 3(1): 137.
Taguchi, T., Magid, M., Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. Motivation, language identity and the L2 self, 36.
Ushioda, E. (1996). Learner autonomy5: The role of motivation. Dublin: Authentik.
Williams, M., Burden, R. L. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.
)