| 000 | 00000nab a2200000 a 4500 |
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| 001 | 50780 |
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| 002 | 2 |
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| 004 | 61565 |
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| 005 | 202007011444 |
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| 008 | 171104s enk a 000 0 eng d |
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| 009 | 1 0 |
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| 035 | [ ] |a 1456370173 |
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| 039 | [ ] |a 20241209104640 |b idtocn |c 20200701144425 |d thuvt |y 20171104140929 |z huongnt |
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| 041 | [0 ] |a eng |
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| 044 | [ ] |a enk |
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| 100 | [1 ] |a Zarrinabadi, Nourollah. |
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| 245 | [1 0] |a Exploring Motivational Surges Among Iranian EFL Teacher Trainees : |b Directed Motivational Currents in Focus / |c Nourollah Zarrinabadi, Mansoor Tavakoli. |
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| 300 | [ ] |a Pages 155–166. |
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| 520 | [ ] |a Much of the published work on DMCs has been predominantly of a theoretical nature (Dörnyei et al., 2014, 2015, 2016; Muir & Dörnyei, 2013), and only a few studies have offered empirical data to corroborate the validity and core characteristics of the construct under investigation. The current study, therefore, aimed to investigate the presence of this motivational phenomenon among English teacher trainees in Iran with a view to find out whether the main components of DMCs could be observed in participants’ experience. |
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| 650 | [1 0] |a English teacher |x Experience |z Iran. |
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| 653 | [0 ] |a English teacher |
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| 653 | [0 ] |a Experience. |
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| 700 | [1 ] |a Tavakoli, Mansoor. |
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| 773 | [ ] |t TESOL Quarterly |g Volume51, Issue1 |
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| 890 | [ ] |a 0 |b 0 |c 0 |d 0 |
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