Alamer, A. A. (2026). Basic psychological needs, autonomous single language interest, and vocabulary achievement: An integrated model. Vocabulary Learning and Instruction, 15, 103236. https://doi.org/10.29140/vli.2026.103236
Alrabai, F., & Alamer, A. A. (2026). Language enjoyment and emotional engagement: are they distinct or congruent constructs? Frontiers in Psychology, 17, 1893004. https://doi.org/10.3389/fpsyg.2026.1893004
Book chapters
Alamer, A. (2025). The mirage of cause-and-effect in cross-sectional data: The case of language anxiety research. In R. Sparks (Ed.), Second language anxiety: Affective or linguistic variable? Multilingual Matters.
Alamer, A, & Sparks, R. (2025). It’s not anxiety that predicts L2 writing growth, it’s L1 writing achievement: The latent growth curve model approach. In R. Sparks (Ed.), Second language anxiety: Affective or linguistic variable? Multilingual Matters
Journals articles
Abdelaty, Y., Alghamdi, E., & Alamer, A. (2025). The effects of self-regulation on L2 writing achievement: Examining the mediating roles of feedback quality and task complexity. System, 132. https://doi.org/10.1016/j.system.2025.103715
Alamer, A. (2025). Structural equation modeling (SEM) in L2 writing research: Simple tutorial and useful recommendations. Research Methods in Applied Linguistics, 4(2), 100202. https://doi.org/10.1016/j.rmal.2025.100202.
Alamer, A., & Al Fraidan, A. (2025). How can language teachers help their students avoid withdrawing from the language course? A self-determination theory perspective. International Journal of TESOL Studies, 7(3), 153-166. https://doi.org/10.58304/ijts.250801
Alamer, A., Al Sultan, H., & Alharfi, A. (2025). The negative effects of external rewards on young language students’ performance, withdrawing, and psychological factors: An experimental study. Learning and Motivation, 91, 102156. https://doi.org/10.1016/j.lmot.2025.102156
Alamer, A., Saeedy Robat, E., Elahi Shirvan, M., & Ryan, R. (2025). Self-determination theory and language learning: A multilevel meta-analysis. Educational Psychology Review, 37(59), https://doi.org/10.1007/s10648-025-10038-y
Alamer, A., Alrabai, F., & Sparks, R. (2025). Reducing language anxiety by increasing language achievement: A new experimental study. Language Teaching Research. https://doi.org/10.1177/13621688251322840.
Alamer, A., Al Khateeb, A., & Alshabeb, A. (2025). The creation and validation of the Arabic Vocabulary Levels Test (Arabic-VLT). Language Assessment Quarterly, 22(2), 117–137. https://doi.org/10.1080/15434303.2025.2477445
Alamer, A., Sonbul, S., & El-Dakhs, D. (2025). Revisiting the validity of the vocabulary learning strategies questionnaire using the confirmatory composite analysis (CCA): Setting new directions for the field. International Journal of Applied Linguistics, 35(1), 193–217. https://doi.org/10.1111/ijal.12609.
Alamer, A., Teng, M., & Mizumoto, A. (2025). Revisiting the construct validity of self-regulating capacity in vocabulary learning scale: The confirmatory composite analysis (CCA) approach. Applied Linguistics, 46(2), 230–247. https://doi.org/10.1093/applin/amae023
Alharfi, A., & Alamer, A. (2025). The interrelationship between basic psychological needs, intrinsic motivation, classroom engagement, and L2 academic achievement: A large-scale study of self-determination theory. Studies in Second Language Learning and Teaching. 16(1), 43–75. https://doi.org/10.14746/ssllt.47709
BinJwair, A., & Alamer, A. (2025). Digital drivers: How the acceptance and use of technology model shapes university students' behavior toward generative AI. Acta Psychologica, 261, 105930. https://doi.org/10.1016/j.actpsy.2025.105930
Sparks, R., Alamer, A., & Dale, P. (2025). Long-term impact of L1 reading achievement on later L2 reading achievement: The mediating role of L2 aptitude and L1 print exposure. Reading in a Foreign Language, 37(1), 39-61. https://hdl.handle.net/10125/67497
Xie, X., Teng, M. F., Zhang, L. J., & Alamer, A. (2025). Exploring AI literacy and AI-induced emotions among Chinese university English language teachers: The partial least square structural equation modeling (PLS-SEM) approach. International Journal of Applied Linguistics. 35(4), 1897-1911. https://doi.org/10.1111/ijal.12798
Journals articles
Alamer, A. (2024). Motivation and language learning. In the International Encyclopedia of Language and Linguistics, 3rd Edition. Elsevier. https://doi.org/10.1016/B978-0-323-95504-1.00223-4
Alamer, A., & Almaghlouth, S. (2024). Autonomous single language interest predicts vocabulary achievement: The latent growth curve model approach. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2024-0016
Alamer, A., & Alrabai, F. (2024). The second language trait emotional intelligence (L2-TEI) scale and its relation to language engagement. Acta Psychologica, 250, 104511. https://doi.org/10.1016/j.actpsy.2024.104511
Alamer, A., Schuberth, F., & Henseler, J. (2024). When and how to use confirmatory composite analysis (CCA) in second language research. Studies in Second Language Acquisition, 46, 597 - 616. https://doi.org/10.1017/S0272263124000020
Alrabai, F., & Alamer, A. (2024). The effects of teacher motivational practice on learner L2 achievement: A self-determination theory perspective using structural equation modeling. Language Teaching Research. https://doi.org/10.1177/13621688241278625
Marsh, H., & Alamer, A. (2024). When and how to use the set-exploratory structural equation modelling to test structural models: A tutorial using the R package lavaan. British Journal of Mathematical and Statistical Psychology, 77(3), 459-476. https://doi.org/10.1111/bmsp.12336
Elahi Shrivan, M., & Alamer, A. (2024). Modeling the interplay of EFL learners’ basic psychological needs, grit and L2 achievement. Journal of Multilingual and Multicultural Development. 45, 2831-2847. https://doi.org/10.1080/01434632.2022.2075002
Elahi Shirvan, M., Saeedy Robat, E., Alamer, A., Lou, N., & Barabadi, E. (2024). A multilevel meta-analysis of language mindsets and language learning outcomes in second language acquisition research. Educational Psychology Review, 36, 15. https://doi.org/10.1007/s10648-024-09849-2
Sparks, R., & Alamer, A. (2024). Language anxiety does not affect the growth of L2 reading achievement: The latent growth curve model approach. Applied Psycholinguistics, 45(3), 467-488. https://doi.org/10.1017/S0142716424000171
Journals articles
Alamer, A., & Alsagoafi, A. (2023). Construct validation of the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) and its relation to learning effort and reading achievement. Studies in Second Language Learning and Teaching. 13, 125–149. https://doi.org/10.14746/ssllt.31990
Alamer, A., & Al Khateeb, A. (2023). Effects of using the WhatsApp application on language learners motivation: A controlled investigation using structural equation modelling. Computer Assisted Language Learning, 36, 149–175. http://dx.doi.org/10.1080/09588221.2021.1903042
Alamer, A., & Alrabai, F. (2023). The causal relationship between learner motivation and language achievement: New dynamic perspective. Applied Linguistics, 44, 148–168. https://doi.org/10.1093/applin/amac035
Alamer, A., Al Khateeb, A., & Jeno, L. (2023). Using WhatsApp increases L2 students' self-motivation and achievement, and decreases learning anxiety: A self-determination theory approach. Journal of Computer Assisted Learning. 39, 417–431. https://doi.org/10.1111/jcal.12753
Alamer, A., Morin, J. S. A., Alrabai, F., & Alharfi, A. (2023). Introducing the Basic Psychological Needs Frustration in Second Language Scale (BPNF-L2): Examining its factor structure and effect on L2 motivation and achievement. Acta Psychologica, 240. https://doi.org/10.1016/j.actpsy.2023.104021
Sparks, R., & Alamer, A. (2023). How does first language achievement impact second language reading anxiety? Exploration of mediator variables. Reading and Writing, 36, 2667–2692. https://doi.org/10.1007/s11145-022-10410-2
Journals
Alamer, A. (2022). Basic psychological needs, motivational orientations, effort, and vocabulary knowledge: A comprehensive model. Studies in Second Language Acquisition, 44, 164-184. https://doi.org/10.1017/S027226312100005X
Alamer, A. (2022). Basic psychological need satisfaction and continued language learning during a pandemic: A structural equation modelling approach. Journal for the Psychology of Language Learning, 4. https://doi.org/10.52598/jpll/4/1/1
Alamer, A. (2022). Exploratory structural equation modeling (ESEM) and bifactor ESEM for construct validation purposes: Guidelines and applied example. Research Methods in Applied Linguistics, 1(1). https://doi.org/10.1016/j.rmal.2022.100005
Alamer, A. (2022). Having a single language interest autonomously predicts L2 achievement: Addressing the predictive validity of L2 grit. System, 108, 102850. https://doi.org/10.1016/j.system.2022.102850
Alamer, A., & Al Sultan, H. (2022). The role of basic psychological needs on volunteering, and national responsibility during the COVID-19 pandemic: Results from the context of Saudi Arabia. Frontiers in Education. 7, 944048. https://doi.org/10.3389/feduc.2022.944048
Alamer, A., & Marsh, H. (2022). Exploratory structural equation modeling in second language research: An applied example using the dualistic model of passion. Studies in Second Language Acquisition. 44, 1477 - 1500. https://doi.org/10.1017/S0272263121000863
Alrabai, F., & Alamer, A. (2022). The role of learner character strengths and classroom emotions in L2 resilience. Frontiers in Psychology, 13. 956216. https://doi.org/10.3389/fpsyg.2022.956216
Hair, J., & Alamer, A. (2022). Partial least squares structural equation modeling (PLS-SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3), 100027. https://doi.org/10.1016/j.rmal.2022.100027
Shao, K., Elahi Shirvan, M., & Alamer, A. (2022). How accurate is your correlation? Different methods derive different results and different interpretations. Frontiers in Psychology. 13, 901412. https://doi.org/10.3389/fpsyg.2022.901412
Sparks, R., & Alamer, A. (2022). Long-term impacts of L1 language skills on L2 anxiety: The mediating role of language aptitude and L2 achievement. Language Teaching Research. https://doi.org/10.1177/13621688221104392
Journals
Alamer, A. (2021). Construct validation of self-determination theory in second language scale: The bifactor exploratory structural equation modeling approach. Frontiers in Psychology, 12, 732016. https://doi.org/10.3389/fpsyg.2021.732016
Alamer, A. (2021). Grit and language learning: construct validation of L2-Grit scale and its relation to later vocabulary knowledge. Educational Psychology, 41, 544-562. https://doi.org/10.1080/01443410.2020.1867076
Alamer, A., & Almulhim, F. (2021). The interrelation between language anxiety and self-determined motivation; A mixed methods approach. Frontiers in Education. 6, 618655. https://doi.org/10.3389/feduc.2021.618655
Alamer, A., & Lee, J. (2021). Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach. Language Teaching Research, 28(4), 1572-1593. https://doi.org/10.1177/13621688211033694
No papers published during 2020
Journal articles
Alamer, A., & Lee, J. (2019). A motivational process model explaining L2 Saudi students’ achievement of English. System. 87, 102133. https://doi.org/10.1016/j.system.2019.102133
Journal articles*
*This is my first publication ever. Essentially it was a conference presentation as APIAR in 2015. It was then selected to be published in their journal.
Alamer, A. (2016). The role of EFL learners’ motivation in mobile language learning. Asia Pacific Journal of Contemporary Education and Communication Technology, 2(1)