Chatbot learning partners: Connecting learning experiences, interest and competence von Fryer, Luke K., Nakao, Kaori, Thompson, Andrew

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Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning von Huang, Weijiao, Hew, Khe Foon, Fryer, Luke K.

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Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners von Fryer, Luke K., Ainley, Mary, Thompson, Andrew, Gibson, Aaron, Sherlock, Zelinda

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The effect of virtual reality learning on students' motivation: A scoping review von Jiang, Juming, Fryer, Luke K.

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(Latent) transitions to learning at university: A latent profile transition analysis of first-year Japanese students von Fryer, Luke K.

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Critical Thinking and Its Relation to Strategic Processing von Dinsmore, Daniel L., Fryer, Luke K.

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Getting interested: Developing a sustainable source of motivation to learn a new language at school von Fryer, Luke K.

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The Playing Motivations of Male and Female Gamers and the Effects of Stereotypes on Their Motivations in Honor of Kings von Li, Chunqi, Fryer, Luke K., Shum, Alex

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Bots for Language Learning Now: Current and Future Directions von Fryer, Luke K, Coniam, David, Carpenter, Rollo, Lapu?neanu, Diana

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Building Bridges: Seeking Structure and Direction for Higher Education Motivated Learning Strategy Models von Fryer, Luke K.

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Hybridizing Motivational Strains: How Integrative Models Are Crucial for Advancing Motivation Science von King, Ronnel B., Fryer, Luke K.

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The use of leaderboards in education: A systematic review of empirical evidence in higher education von Li, Chunqi, Liang, Lishi, Fryer, Luke K., Shum, Alex

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Regulating approaches to learning: Testing learning strategy convergences across a year at university von Fryer, Luke K., Vermunt, Jan D.

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Self‐efficacy latent growth trajectories' longitudinal links with achievement and interest: Both baseline and growth rate are important for interest outcomes von Fryer, Luke K., Bovee, H. Nicholas, Nakao, Kaori

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Toward an Organising Theoretical Model for Teacher Clarity, Feedback and Self-Efficacy in the Classroom von Fryer, Luke K., Leenknecht, Martijn J. M.

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Teaching for course interest von Fryer, Luke K., Bovee, H. Nicholas

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A Theoretical and Metatheoretical Reframing of the Development of Cognitive Processing and Learning von Dinsmore, Daniel L., Fryer, Luke K., Dumas, Denis G.

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Schools can improve motivational quality: Profile transitions across early foreign language learning experiences von Oga-Baldwin, W. L. Quint, Fryer, Luke K.

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Variable- and Person-centred meta-re-analyses of university students' learning strategies from a cross-cultural perspective von Shum, Alex, Fryer, Luke K., Vermunt, Jan D., Ajisuksmo, Clara, Cano, Francisco, Donche, Vincent, Law, Dennis C. S., Martínez-Fernández, J. Reinaldo, Van Petegem, Peter, Yu, Ji

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