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X Demographics
Mendeley readers
Attention Score in Context
| Title |
Motivation in second language acquisition: A bibliometric analysis between 2000 and 2021
|
|---|---|
| Published in |
Frontiers in Psychology, November 2022
|
| DOI | 10.3389/fpsyg.2022.1032316 |
| Pubmed ID | |
| Authors |
Xue Wu |
| Abstract |
As one of the most important constructs of individual differences in second language learning, motivation has garnered a lot of attention in the area of Second Language Acquisition (SLA). Nevertheless, little bibliometric research has been conducted to provide a systematic overview of this line of research, which will help researchers to better understand how motivation-related research in SLA has evolved over the past 22 years and where it might push the boundaries of SLA research into in the future. In this study, three types of bibliometric analyses (i.e., co-citation analysis, citation analysis, and keyword analysis) were performed to identify the prominent scholarly documents, authors, venues of publications, and research topics that have been highly influential in the research of motivation in SLA between 2000 and 2021. Results from scientific network maps and keyword analysis suggest significant changes in the topic over the past 22 years. The results in this study also indicate an evident continuity of theoretic development in L2 language learning motivation research. Moreover, an air of active use of qualitative approaches has been detected in L2 language learning motivation research in the last 22 years. |
X Demographics
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 3 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 67% |
| Scientists | 1 | 33% |
Mendeley readers
The data shown below were compiled from readership statistics for 39 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 39 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Unspecified | 2 | 5% |
| Researcher | 2 | 5% |
| Lecturer | 1 | 3% |
| Professor | 1 | 3% |
| Student > Master | 1 | 3% |
| Other | 3 | 8% |
| Unknown | 29 | 74% |
| Readers by discipline | Count | As % |
|---|---|---|
| Linguistics | 6 | 15% |
| Unspecified | 2 | 5% |
| Arts and Humanities | 2 | 5% |
| Unknown | 29 | 74% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 30 November 2022.
All research outputs
#15,728,556
of 23,368,819 outputs
Outputs from Frontiers in Psychology
#19,327
of 31,102 outputs
Outputs of similar age
#241,435
of 444,269 outputs
Outputs of similar age from Frontiers in Psychology
#847
of 1,893 outputs
Altmetric has tracked 23,368,819 research outputs across all sources so far. This one is in the 22nd percentile – i.e., 22% of other outputs scored the same or lower than it.
So far Altmetric has tracked 31,102 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 12.6. This one is in the 31st percentile – i.e., 31% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 444,269 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 34th percentile – i.e., 34% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 1,893 others from the same source and published within six weeks on either side of this one. This one is in the 46th percentile – i.e., 46% of its contemporaries scored the same or lower than it.