Towards a non‐dichotomous view of motivators and demotivators in language learning

Pack, Austin; Kiss, Tamás; Barrett, Alex; Chen, Chen

doi:10.1111/ijal.12397

Cited by 4 publications

(5 citation statements)

References 33 publications

(24 reference statements)

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“…Although every node, that is, motivational factor, has an impact on the overall behavior of the motivational CDS, some are more likely to steer it towards either a motivated or a demotivated attractor state. One of the findings of the larger project of which the data of this study comes from is that the majority of factors cited by the participants served as both motivators and demotivators, depending on contextual changes (Pack, Kiss, Barrett, & Chen, 2022) and only a few exerted a one‐sided motivating or demotivating force (see Table 2). Examining how these are interconnected can offer further insights into the central relational links of the system (see Figure 6).…”

Section: Resultsmentioning

confidence: 95%

A Network Analysis of L2 Motivational Factors: Structure, Connectivity, and Central Relational Links

Kiss

Pack

2022

TESOL Quarterly

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Motivational factors have long attracted the attention of researchers and educators with their potential to shed light on what drives effective language learning. Although current research now views language learning motivation as a Complex Dynamic System (CDS), there is a dearth of empirical studies utilizing network analysis to understand how motivational systems operate. This exploratory study investigated the structure and connectivity of a second language (L2) motivational factor network, as well as its central relational links by using network analysis and graph visualizations. Findings suggest that L2 motivational factors rarely act alone and unique communities of L2 motivational factors can be identified. Furthermore, certain factors play a central role by connecting together a multitude of other factors and act as bridges between these communities. Learners' physical and emotional states, as initial conditions in the CDS, were key factors in tying communities together. The findings also indicate that motivating and demotivating factors do not only connect with factors of similar polarity (i.e., motivating or demotivating), they are also well-connected to each other, suggesting their interaction keeps the motivational system dynamic.

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Section: Resultsmentioning

confidence: 95%

A Network Analysis of L2 Motivational Factors: Structure, Connectivity, and Central Relational Links

Kiss

Pack

2022

TESOL Quarterly

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“…A few important observations can be made from Figure 2 concerning the positions and the connection between the most influential motivational factors in the network. First, given that data from the motivational journals show that assignments and assessments in general acted as a positive motivational force for the learners (Pack et al, 2021), it is not surprising that good desires, which also exerted a positive impact on the learners' motivation, is in close proximity. The OpenOrd algorithm is force-directed, which means that nodes and communities that are connected are pulled to each other, while those not linked are pushed apart.…”

Section: Resultsmentioning

confidence: 99%

“…While this discovery warrants more research and data to be validated, this does not hold us back to consider what direction future research employing NA and CDST should take. One possible avenue could be based on the fact that certain motivational factors can exert both positive and negative influence on learner motivation (Pack et al, 2021). We suggest that future research focus on identifying driver nodes (Liu et al, 2011) which primarily exert a positive motivational force, and thus, have the potential to move the motivation system toward a more motivated state.…”

Section: Discussionmentioning

confidence: 99%

A Dynamic Network Analysis of an L2 Motivation System: The Role of Central Relational Links

Kiss,

Pack

2023

JPLL

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This study employed dynamic network analysis to investigate the role of central relational links within the motivational system of 59 English for Academic Purposes (EAP) learners. The findings suggest that these links are best understood as central relational nodes, which act as hubs that give structure and stability to the network and enable the flow of information between clusters of factors within the second language (L2) motivation system. Results also indicate that while the centrality values of these nodes are dynamic, fluctuating from week to week, these nodes are relatively stable in their roles. Furthermore, although the motivational trajectory of individual learners may differ significantly and various motivational factors and their connections appear, disappear, and reappear in the system, the stability of central relational nodes facilitates an emergence of recurring patterns. This suggests that a shared socio-cultural and educational context may reduce the unpredictability of L2 motivation.

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“…However, there was less evidence relating to demotivation as a newly found dimension in ELB. Studies have shown that demotivation in English learning is dynamic ( Dörnyei and Csizér, 2002 ; Song and Kim, 2017 ; Pack et al, 2022 ), and it is worth investigating the dynamics of demotivation via longitudinal quantitative or qualitative approaches in future studies.…”

Section: Discussionmentioning

confidence: 99%

English learning burnout: Scale validation in the Chinese context

Liu

Zhong

2022

Front. Psychol.

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While there has been considerable research on learning burnout in educational psychology, it has received little attention in language education. To fill this gap, the present study aims at exploring the construct of English learning burnout (ELB) and examining the levels of this complex construct in a large sample of 1,213 Chinese senior high school students utilizing a 15-item Senior High School English Learning Burnout Scale. A two-dimensional structure of ELB comprising exhaustion and demotivation was extracted by exploratory factor analysis and validated by confirmatory factor analysis. A descriptive analysis showed low levels of global ELB and exhaustion and a moderate level of demotivation. The findings suggest that teachers should be mindful of fostering students’ self-regulated strategies to alleviate their ELB.

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Towards a non‐dichotomous view of motivators and demotivators in language learning

Cited by 4 publications

References 33 publications

A Network Analysis of L2 Motivational Factors: Structure, Connectivity, and Central Relational Links

A Network Analysis of L2 Motivational Factors: Structure, Connectivity, and Central Relational Links

A Dynamic Network Analysis of an L2 Motivation System: The Role of Central Relational Links

English learning burnout: Scale validation in the Chinese context

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