The idiodynamic method in individual differences research: a review of applications and contributions

Mardian, Fatemeh; Nushi, Musa

doi:10.1080/17501229.2022.2130335

Cited by 3 publications

(3 citation statements)

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“…It has been used to examine ID factors such as WTC (MacIntyre & Legatto, 2011), motivation (MacIntyre & Serroul, 2015), enjoyment (Elahi Shirvan & Talebzadeh, 2018), speech fluency (Wood, 2016), and other topics. Two separate reviews of the idiodynamic approach in second language acquisition (Lu, 2022; Mardian & Nushi, 2022) concluded that the method provides rich data on the unique, dynamic complexity of individual learners. By examining learners in detail, the method retains the integrated, holistic, ever-changing quality of a learner's emotional experience (MacIntyre & Ducker, 2022; MacIntyre & Gregersen, 2022).…”

Section: The Inner Workings Of Language Anxietymentioning

confidence: 99%

“…Research on intraindividual differences is showing novel insights (Lu, 2022; Mardian & Nushi, 2022). Several idiodynamic studies have been examining individual-level data over a brief time, furthering the understanding of individuals’ short-term progress, emotions, and outlier experiences.…”

Section: Five Propositions On Intraindividual Differencesmentioning

confidence: 99%

“…Research that adopts an intraindividual approach is relatively new in the SLA literature (Pfenninger, 2021). Despite its scarcity relative to an ID approach, the intraindividual approach to language anxiety is contributing new research questions and accounts of the processes involved, with considerable promise for future development (Lowie & Verspoor, 2019; Mardian & Nushi, 2022; Pfenninger et al, 2021).…”

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confidence: 99%

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The inner workings of anxiety in second language learning

MacIntyre,

McGillivray

2023

Ann Rev Appl Linguist

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The paper examines anxiety as an important emotion for language learning and communication, using the intraindividual, dynamic emotional experience as a grounding for understanding the antecedents and consequences of anxiety arousal. The bulk of the existing literature, as reflected in three recent meta-analyses, treats language anxiety as a stable individual difference (ID) factor, documenting its correlations with test performance, course grades, and other indices of language proficiency. This literature contributes to understanding the impact of language anxiety on various linguistic processes. However, the typical ID approach has difficulty documenting the inner workings of language anxiety, and especially its dynamic relationships with other emotions, language processing, and the ebb and flow of anxiety in social situations. To address the limitations of the typical ID approach, this paper will argue that starting from an intrapersonal and dynamic perspective allows more detailed consideration of the myriad ways anxiety interacts with language, situating it among other influential processes that unfold in real time, including the complex interactions among positive and negative emotions. The paper will draw on the work emerging from the perspective of complex dynamic systems, with a focus on the value of individual-level methods for generating new types of research questions. The idiodynamic approach to research will be used to document the complexity of language anxiety in practice. The paper concludes with a call for more individual-level, highly contextualized research to document the inner workings of anxiety within individuals.

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Section: The Inner Workings Of Language Anxietymentioning

confidence: 99%

Section: Five Propositions On Intraindividual Differencesmentioning

confidence: 99%

mentioning

confidence: 99%

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The inner workings of anxiety in second language learning

MacIntyre,

McGillivray

2023

Ann Rev Appl Linguist

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Complex Dynamic Systems Theory and Language Anxiety

Piniel

2024

Second Language Learning and Teaching

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Changes in Language Learners’ Affect: A Complex Dynamic Systems Theory Perspective

Piniel,

Albert

2024

Language Learning

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This study investigated changes in motivation, self‐efficacy beliefs, and a range of emotions, including enjoyment, hope, pride, curiosity, anxiety, boredom, apathy, confusion, and shame, from a complex dynamic systems theory (CDST) perspective over a 2‐year period in the Hungarian English as a Foreign Language (EFL) context. Using the same questionnaire, we collected data four times throughout 4 semesters from 101 participants studying English in two Hungarian high schools. For data analysis, we used latent growth curve modeling (LGCM) to detect the group‐level changes in learners’ motivation, self‐efficacy, and emotions. We also employed dynamic cluster analysis to identify trends in learners’ trajectories regarding these variables. In our panel data, linear models described the data well concerning the ought‐to second language (L2) self, language learning experience, boredom, apathy, and confusion, and for enjoyment, curiosity, anxiety, and shame, nonlinear models had the best fit. We could also identify trajectories depicting attractor states and learner paths that featured influences of perturbations.

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The idiodynamic method in individual differences research: a review of applications and contributions

Cited by 3 publications

References 59 publications

The inner workings of anxiety in second language learning

The inner workings of anxiety in second language learning

Complex Dynamic Systems Theory and Language Anxiety

Changes in Language Learners’ Affect: A Complex Dynamic Systems Theory Perspective

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