[1. Attwood, R. (2010). The Cinderella students. In Times Higher Education, 10 June.]Search in Google Scholar
[2. Coleman, J.A. (1996). Studying languages: A survey of British and European students. The proficiency, background, attitudes and motivations of students of foreign languages in the United Kingdom and Europe. Centre for Information on Language Teaching and Research.]Search in Google Scholar
[3. Coleman, J.A. and Furnborough, C. (2010). Learner characteristics and learning outcomes on a distance Spanish course for beginners. In System, 38, (pp. 14-29).10.1016/j.system.2009.12.002]Search in Google Scholar
[4. Clément, R.; Dörnyei, Z. and Noels, K.A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. In Language Learning, 44, (pp. 417-448).10.1111/j.1467-1770.1994.tb01113.x]Search in Google Scholar
[5. Clément, R. and Kruidenier, B.G. (1983). Orientations in second language acquisition: I. The effects of ethnicity, milieu and target language on their emergence. In Language Learning, 33, (pp. 272-291).]Search in Google Scholar
[6. Deci, E.L. and Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.10.1007/978-1-4899-2271-7]Search in Google Scholar
[7. Deci, E.L. and Ryan, R.M. (1991). A motivational approach to self: Integration in personality. In R. Dienstbier (ed.), Nebraska symposium on motivation 38 Perspectives on motivation, (pp. 237-288). Lincoln: University of Nebraska Press.]Search in Google Scholar
[8. Deci, E.L.; Vallerand, R.J.; Pelletier, L.G. and Ryan, R.M. (1991). Motivation and education: the self-determination perspective. In Educational Psychologist, 26, (pp. 325-346).10.1207/s15326985ep2603&4_6]Search in Google Scholar
[9. Dörnyei, Z. (2001). Teaching and researching motivation. Harlow: Pearson Education.]Search in Google Scholar
[10. Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei and E. Ushioda (eds.), Motivation, language identity and the L2 self, (pp. 9-42). Bristol: Multilingual Matters.]Search in Google Scholar
[11. Dörnyei, Z. and Ushioda, E. (eds.) (2009). Motivation, language identity and the L2 self. Bristol: Multilingual Matters.10.21832/9781847691293]Search in Google Scholar
[12. Gardner, R.C. (1985). Social psychology and second language learning: the role of attitudes and motivation. London: Edward Arnold.]Search in Google Scholar
[13. Gardner, R.C. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei & R. Schmidt (eds.), Motivation and second language learning, (pp. 173-186). Honolulu, HI: University of Hawaii Press.]Search in Google Scholar
[14. Gardner, R.C. (2005). Integrative motivation and second language acquisition. (Joint Plenary Talk), Canadian Association of Applied Linguistics/Canadian Linguistics Association.]Search in Google Scholar
[15. Hurd, S. (2002). L120 Questionnaire. (Open University internal document).]Search in Google Scholar
[16. Holmberg, B. (1995). Theory and Practice of Distance Education (2nd edition). London: Routledge.]Search in Google Scholar
[17. Kim, T.-Y. (2009). The socio-cultural interface between ideal self and ought-to self. In Z. Dörnyei & E. Ushioda (eds.), Motivation, language identity and the L2 self, (pp. 274-294). Bristol: Multilingual Matters.]Search in Google Scholar
[18. Lanvers, U. (2013). Language learning motivation, Global English and study modes: a comparative study. In Language Learning Journal.]Search in Google Scholar
[19. MacIntyre, P.D.; Baker, S.C.; Clément, R. and Conrod, C. (2001). Willingness to communicate, social support, and language learning orientations of immersion students. In Studies in Second Language Acquisition, 23, (pp. 369-388).10.1017/S0272263101003035]Search in Google Scholar
[20. MacIntyre, P.D.; MacKinnon, S.P. and Clément, R. (2009). The baby, the bathwater and the future of language learning motivation research. In Z. Dörnyei and E. Ushioda (eds.), Motivation, language identity and the L2 self, (pp. 43-65). Bristol: Multilingual Matters.]Search in Google Scholar
[21. Murphy, L. (2011). Why am I doing this? Maintaining motivation in distance language learning. In T. Lamb, G. Murray & X. Gao (eds.), Identity, Motivation and Autonomy in Language Learning, (pp. 107-124). Bristol, U.K., Tonawanda, NY, U.S.A. and North York, Ontario, Canada: Multilingual Matters.]Search in Google Scholar
[22. Noels, K.A. (2001). New orientations in language learning motivation: towards a model of intrinsic, extrinsic and integrative orientations and motivation. In Z. Dörnyei & R. Schmidt (eds.), Motivation and second language learning, (pp. 43-67). Honolulu, HI: University of Hawaii Press.]Search in Google Scholar
[23. Noels, K.A. (2003). Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication style. In Language Learning, 53, (pp. 97-136).10.1111/1467-9922.53225]Search in Google Scholar
[24. Noels, K.A. (2009). The internalisation of language learning into the self and social identity. In Z. Dörnyei & E. Ushioda (eds.), Motivation, language identity and the L2 self, (pp. 295-313). Bristol: Multilingual Matters.]Search in Google Scholar
[25. Noels, K.A.; Pelletier, L.G.; Clément, R. and Vallerand, R.J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. In Language Learning, 50, (pp. 57-85).10.1111/0023-8333.00111]Search in Google Scholar
[26. Schrafnagl, J. and Fage, J. (1998). The good distance language learner. Unpublished study into the background, learning experience and strategies of students in the London Region studying L120: Ouverture in 1996. ]Search in Google Scholar