| Bots as Language Learning Tools. LK Fryer, R Carpenter Language Learning & Technology 10 (3), 8-14, 2006 | 448 | 2006 |
| Chatbot learning partners: Connecting learning experiences, interest and competence L Fryer, K Nakao, A Thompson Computers in Human Behavior 92, 279-289, 2019 | 384 | 2019 |
| Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning W Huang, KF Hew, LK Fryer Journal of Computer Assisted Learning, 2022 | 378 | 2022 |
| Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners LK Fryer, M Ainley, A Thompson, A Gibson, Z Sherlock Computers in Human Behavior 75, 461-468, 2017 | 358 | 2017 |
| Supporting students' motivation for e-learning: Teachers matter on and offline LK Fryer, HN Bovee The Internet and Higher Education 30, 2016 | 304 | 2016 |
| Formative assessment as practice: the role of students’ motivation M Leenknecht, L Wijnia, M Köhlen, L Fryer, R Rikers, S Loyens Assessment & Evaluation in Higher Education, 1-20, 2021 | 205 | 2021 |
| Bots for language learning now: Current and future directions LK Fryer, D Coniam, R Carpenter, D Lăpușneanu Language Learning & Technology 24 (2), 8-22, 2020 | 184 | 2020 |
| The adaptation and validation of the CEQ and the R‐SPQ‐2F to the Japanese tertiary environment LK Fryer, P Ginns, RA Walker, K Nakao British Journal of Educational Psychology, 2012 | 118 | 2012 |
| E-learning: Reasons students in language learning courses don't want to LK Fryer, HN Bovee, K Nakao Computers & Education 74, 26-36, 2014 | 102 | 2014 |
| Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs LK Fryer, M Ainley Learning and Instruction 60, 252-262, 2019 | 98 | 2019 |
| Regulating approaches to learning: Testing learning strategy convergences across a year at university LK Fryer, JD Vermunt British Journal of Educational Psychology 88, 2018 | 87 | 2018 |
| Predicting self-concept, interest and achievement for first-year students: The seeds of lifelong learning LK Fryer Learning and Individual Differences, 2015 | 84 | 2015 |
| Quantitative methodology LK Fryer, J Larson-Hall, J Stewart The palgrave handbook of applied linguistics research methodology, 55-77, 2018 | 77 | 2018 |
| Between students' instrumental goals and how they learn: Goal content is the gap to mind LK Fryer, P Ginns, R Walker British Journal of Educational Psychology 84 (4), 612-630, 2014 | 69 | 2014 |
| Modelling the links between students' interest in a domain, the tasks they experience and their interest in a course: Isn't interest what university is all about? LK Fryer, M Ainley, A Thompson Learning and Individual differences 50, 157-165, 2016 | 67 | 2016 |
| Staying motivated to e-learn: Person-and variable-centred perspectives on the longitudinal risks and support LK Fryer, HN Bovee Computers & Education 120, 227-240, 2018 | 65 | 2018 |
| The Promise and Pitfalls of Self-report LK Fryer, DL Dinsmore Frontline Learning Research 8 (3), 1-9, 2020 | 61 | 2020 |
| (Latent) transitions to learning at university: A latent profile transition analysis of first-year Japanese students LK Fryer Higher Education, 1-19, 2017 | 59 | 2017 |
| 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 | 46 | 2018 |
| Understanding Students’ Instrumental Goals, Motivation Deficits and Achievement: Through the Lens of a Latent Profile Analysis LK Fryer, A Van den Broeck, P Ginns, K Nakao Psychologica Belgica 56 (3), 226-243, 2016 | 45 | 2016 |
W. L. Quint Oga-BaldwinWaseda University在 waseda.jp 的电子邮件经过验证
