Motivational Dynamics in Language Learning: Change, Stability, and Context

Abstract

Motivation as a variable in L2 development is no longer seen as the stable individual difference factor it was once believed to be: Influenced by process‐oriented models and principles, and especially by the growing understanding of how complex dynamic systems work, researchers have been focusing increasingly on the dynamic and changeable nature of the motivation process. In this study we micro‐map the motivational dynamics of 4 language learners during their language lessons over a period of 2 weeks, using a novel instrument—the Motometer—combined with classroom observations and a questionnaire on motivation and attitude. The article answers three current questions concerning L2 motivation: (a) Can we demonstrate variability in students' L2 motivation in class; (b) Is there a detectable stable level of students' in‐class motivation; and (c), If both of these are demonstrated, can they be accounted for by the classroom context? The results affirm that student motivation can be successfully explored using a dynamic systems framework. Our findings demonstrate how motivation changes over time on an individual level, while also being characterised by predictable and stable phases, and how it is inseparable from the learner's individual learning context. The data also show that motivation can be meaningfully studied at different interacting time scales.

The Effects of Writing Instructors’ Motivational Strategies on Student Motivation

“…In particular, computer-assisted writing research suggests that certain students tend to write more when composing on computers rather than using a traditional pen-and-paper mode. A novel instrument, such as the Motometer, may be adopted by the students to record their motivation at different moments in the classroom (Waninge, Dörnyei, & de Bot, 2014).…”

A Longitudinal Study of Motivation in Foreign and Second Language Learning Context

“…However, the negative effect of social milieu on her influenced her inner motivation. It was also found that even in a 45-minute lesson, motivation variability might be observed depending on types of topics taught in classroom settings and that there seem interrelated factors that explain individual and motivation variability composed of multi-layered issues (Waninge, Dörnyei, & De Bot, 2014). Motivation in a larger context such as target language country can be influenced by change, stability and context, three of which mainly constitute Complex Dynamic Systems (Larsen-Freeman & Cameron, 2008;Waninge, Dörnyei, & De Bot, 2014).…”

A Study on Reducing the Sleeping in Class Phenomenon in Japanese Universities through Student Motivation

“…The participant undertook a test 40 minutes after the commencement of the class and commented that he had done well on the test. This explained the sudden surge in his motivation level (Waninge et al, 2014). Based on the findings of the above-mentioned research, the present study aimed to identify solutions to the problem of falling asleep in university EFL classes using a vocabulary test to motivate students.…”

“…A similar study was conducted by Waninge, Dörnyei, and de Bot (2014), who examined four students' motivation over a period of two weeks. The participants, aged 11 and 12, were chosen from among students in their first year of the highest level of Dutch secondary education.…”