Research Article
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Year 2020, , 501 - 519, 30.11.2020
https://doi.org/10.32601/ejal.834661

Abstract

References

  • Badstübner, T., & Ecke, P. (2009). Student expectations, motivations, target language use, and perceived learning progress in a summer study abroad program in Germany. Die Unterrichtspraxis/Teaching
  • German, 42(1), 41–49. https://doi.org/10.1111/j.1756-1221.2009.00034.x
  • Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586–598. https://doi.org/10.1037/0022-3514.41.3.586
  • Başöz, T., & Erten, İ. H. (2018). Investigating tertiary level EFL learners’ willingness to communicate in English. English Language Teaching, 11(3), 78–87. http://doi.org/10.5539/elt.v11n3p78
  • Başöz, T., & Erten, İ. H. (2019). A qualitative inquiry into the factors influencing EFL learners’ in-class willingness to communicate in English. Novitas-ROYAL (Research on Youth and Language), 13(1), 1–18.
  • Baumann, N. (2012). Autotelic personality. In S. Engeser (Ed.), Advances in flow research (165–186). New York: Springer.
  • Beckett, G. H., & Chamness Miller, P. (Eds.) (2006). Project-based Second and Foreign Language Education: Past, Present and Future. Greenwich, CT: Information Age Publishing.
  • Beckett, G. H. & Slater, T. (Eds.) (2020). Global Perspectives on Project-based Language Learning, Teaching, and Assessment: Key Approaches, Technology Tools, and Frameworks. Abingdon, Oxford: Routledge.
  • Costa, P. T., & McCrae, R. R. (1992). NEO personality inventory professional manual. Odessa, FL: Psychological Assessment Resources.
  • Churchill, E. & DuFon, M. A. (2006). Evolving threads in study abroad research. In M. A. DuFon & E.
  • Churchill (Eds.), Language learners in study abroad contexts (1–27). Clevedon, UK: Multilingual Matters. Csikszentmihalyi, M. (1975/2000). Beyond boredom and anxiety. San Francisco: Jossey-Bass.
  • Csizér, K. (2019). The L2 motivational self system. In M. Lamb, K. Csizér, A. Henry & S. Ryan (Eds.), The Palgrave handbook of motivation for language learning (71–93). London: Palgrave MacMillan.
  • Davis, B., & Sumara, D. (2006). Complexity and Education: Enquiries into Learning, Teaching and Research. Mahwah, NJ: Lawrence Erlbaum.
  • Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (9–42). Bristol: Multilingual Matters.
  • Dörnyei, Z. (2014). Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom. Language Teaching, 47(1), 80–91. https://doi.org/10.1017/S0261444811000516
  • Dörnyei, Z. (2019). Task motivation: What makes an L2 task engaging? In Z. Wen & M. J. Ahmadian (Eds.), Researching L2 task performance and pedagogy: In honour of Peter Skehan (53–66). Amsterdam: John Benjamins.
  • Dörnyei, Z. (2020). Innovations and challenges in language learning motivation. London: Routledge.
  • Dörnyei, Z., Henry, A., & Muir, C. (2016). Motivational currents in language learning: Frameworks for focused interventions. New York: Routledge.
  • Dörnyei, Z., Ibrahim, Z., & Muir, C. (2015). ‘Directed Motivational Currents’: Regulating complex dynamic systems through motivational surges. In Z. Dörnyei, P. D. MacIntyre & A. Henry (Eds.), Motivational Dynamics in Language Learning (95–105). Bristol: Multilingual Matters.
  • Dörnyei, Z., & Muir, C. (2019). Creating a motivating classroom environment. In X. A. Gao (Ed.), Second Handbook of English Language Teaching (719–736). New York: Springer.
  • Dörnyei, Z., Muir, C., & Ibrahim, Z. (2014). Directed motivational currents: Energising language learning through creating intense motivational pathways. In D. Lasagabaster, A. Doiz & J. M. Sierra (Eds.), Motivation and Foreign Language Learning: From Theory to Practice (9–29). Amsterdam: John Benjamins.
  • Duff, P. (2020). Case study research: Making language learning complexities visible. In J. McKinley & H. Rose (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (144–153). Oxford: Routledge.
  • Elliot, A. J., Eder, A. B., & Harmon–Jones, E. (2013). Approach–avoidance motivation and emotion: Convergence and divergence. Emotion Review, 5, 308–311. https://doi.org/10.1177/1754073913477517
  • Erten, İ. H., & Altay, M. (2009). The effects of task-based group activities on students’ collaborative behaviours in EFL speaking classes. Journal of Theory and Practice in Education, 5(1), 33–52.
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
  • Fryer, M., & Roger, P. (2018). Transformations in the L2 self: Changing motivation in a study abroad context. System, 78, 159–172. https://doi.org/10.1016/j.system.2018.08.005
  • Ghanizadeh, A., & Jahedizadeh, S. (2017). Directed motivational currents: The implementation of the dynamic web-based Persian scale among Iranian EFL learners. Journal of Language Teaching Skills, 36(1), 27–56. https://doi.org/10.22099/jtls.2017.23952.2159
  • Gümüş, Ö. (2019). Exploring directed motivational currents of English as a foreign language learners at the tertiary level through the dynamic systems perspective. Unpublished doctoral dissertation. University of Hacettepe, Turkey.
  • Gras-Velazquez, A. (Ed.) (2020). Project-Based Learning in Second Language Acquisition: Building Communities of Practice in Higher Education. London: Routledge.
  • Henry, A. (2019). Directed motivational currents. In M. Lamb, K. Csizér, A. Henry & S. Ryan (Eds.), The Palgrave Handbook of Motivation for Language Learning (139–162). Basingstoke: Palgrave.
  • Henry, A., & Davydenko, S. (2020). Thriving? Or Surviving? An approach-avoidance perspective on adult language learners’ motivation. The Modern Language Journal, 104(2), 363–380. https://doi.org/10.1111/modl.12635
  • Henry, A., Davydenko, S., & Dörnyei, Z. (2015). The anatomy of directed motivational currents: Exploring intense and enduring periods of L2 motivation. Modern Language Journal, 99(2), 329–345. https://doi.org/10.1111/modl.12214
  • Hiver, P., & Al-Hoorie, A. (2020). Research methods for complexity theory in applied Linguistics. Bristol: Multilingual Matters.
  • Hiver, P., Al-Hoorie, A., & Mercer, S. (2020). Student Engagement in the Language Classroom. Bristol: Multilingual Matters
  • Hiver, P., & Papi, M. (2019). Complexity theory and L2 motivation. In M. Lamb, K. Csizér, A. Henry & S. Ryan (Eds.), The Palgrave Handbook of Motivation for Language Learning (117–138). Basingstoke: Palgrave.
  • Ibrahim, Z. (2016). Affect in directed motivational currents: Positive emotionality in long-term L2 engagement. In P. MacIntyre, T. Gregersen & S. Mercer (Eds.), Positive Psychology in Second Language Acquisition (258–281). Bristol: Multilingual Matters.
  • Ibrahim, Z. (2017). Parameters inducing motivational surges in second language learning. UKH Journal of Social Sciences, 1(1), 24–33. http://doi.org/10.25079/ukhjss.v1n1y2017.pp24-33
  • Johnson, J. A., Keiser, H. N., Skarin, E. M. & Ross, S. R. (2014). The Dispositional flow scale–2 as a measure of autotelic personality: An examination of criterion related validity. Journal of Personality Assessment, 96, 465–470. https://doi.org/10.1080/00223891.2014.891524
  • Keller, J., & Bless, H. (2008). Flow and regulatory compatibility: An experimental approach to the flow model of intrinsic motivation. Personality and Social Psychology Bulletin, 34, 196–209. https://doi.org/10.1177/0146167207310026
  • Keller, J., & Blomann, F. (2008). Locus of control and the flow experience: An experimental analysis. European Journal of Personality, 22, 589–607. https://doi.org/10.1002/per.692
  • Kinginger, C. (2011). Enhancing language learning in study abroad. Annual Review of Applied Linguistics, 31, 58–73. https://doi.org/10.1017/S0267190511000031
  • Lenton, A. P., Bruder, M., Slabu, L., & Sedikides, C. (2013). How does ‘being real’ feel? The experience of state authenticity. Journal of Personality, 8(3), 276–289. https://doi.org/10.1111/j.1467-6494.2012.00805.x
  • Locke, E. A. & Latham, G. P. (2006). New directions in goal-setting theory. Current Directions in Psychological Science, 15(5), 265–268. https://doi.org/10.1111/j.1467-8721.2006.00449.x
  • McKinley, J. (2020). Introduction: Theorizing research methods in the ‘golden age’ of applied linguistics research. In J. McKinley & H. Rose (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (1–12). Abingdon, Oxford: Routledge.
  • Mercer, S. (2019). Language learner engagement: Setting the scene. In A. Gao (Ed.), Second Handbook of English Language Teaching. New York: Springer.
  • Mercer, S., & Dörnyei, Z. (2020). Engaging Language Learners in Contemporary Classrooms. Cambridge: Cambridge University Press.
  • Muir, C. (2019). Motivation and Projects. In M. Lamb, K. Csizér, A. Henry & S. Ryan (Eds.), The Palgrave Handbook of Motivation for Language Learning (327–346). Basingstoke: Palgrave.
  • Muir, C. (2020). Directed motivational currents and language education: Exploring implications for pedagogy. Bristol: Multilingual Matters.
  • Muir, C. (2021). Investigating group-DMCs and complexity in the L2 classroom. In R. Sampson & R. Pinner (Eds.), Complexity Perspectives on Researching Language Learner and Teacher Psychology (189–207). Bristol: Multilingual Matters.
  • Muir, C., & Dörnyei, Z. (2013). Directed motivational currents: Using vision to create effective motivational pathways. Studies in Second Language Learning and Teaching, 3(3), 357–375. https://doi.org/10.14746/ssllt.2013.3.3.3
  • Muir, C., Florent, J., & Leach, D. (2020). Managing motivational group projects. Journal of Languages, Texts and Society, 4.
  • Papi, M., Bondarenko, A. V., Mansouri, S., Feng, L., & Jiang, C. (2019). Rethinking L2 motivation research: The 2 × 2 model of L2 self-guides. Studies in Second Language Acquisition, 41, 337–361. https://doi.org/10.1017/S0272263118000153
  • Pietluch, A. (2018). Extraordinary motivation or a high sense of personal agency: The role of self-efficacy in the Directed Motivational Currents theory. New Horizons in English Studies, 3, 45–56. https://doi.org/10.17951/nh.2018.45
  • Pietluch, A. (2019). Stimulating educational growth through vision and self-efficacy: a case study of adult users of English as a foreign language. Crossroads: A Journal of English Studies, 27, 58–76. https://doi.org/10.15290/cr.2019.27.4.04
  • Ross, S. R., & Keiser, H. N. (2014). Autotelic personality through a five-factor lens: Individual differences in flow-propensity. Personality and Individual Differences, 59, 3–8. https://doi.org/10.1016/j.paid.2013.09.029
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Directed motivational currents: An agenda for future research

Year 2020, , 501 - 519, 30.11.2020
https://doi.org/10.32601/ejal.834661

Abstract

Directed motivational currents (DMCs) encapsulate a unique motivational phenomenon. DMCs are highly positive, potent motivational experiences which can carry individuals or groups forwards to achieving valued goals at both a remarkable rate, and with a perceived feeling of seemingly ‘effortless effort’. Although research into DMCs began under a decade ago (Dörnyei, Ibrahim & Muir, 2015; Dörnyei, Muir & Ibrahim, 2014; Henry, Davydenko & Dörnyei, 2015; Muir & Dörnyei, 2013), the motivational experience DMCs encapsulate is, in and of itself, certainly not novel. DMCs appear to be widely recognizable in diverse contexts, and may even be relatively widely experienced (Muir, 2020). The theoretical underpinning of DMC theory draws together findings from a broad range of well-established motivational disciplines in related areas of psychology (including cognitive and educational psychology), alongside motivation research rooted more fully in the context of language learning (LLing) and teaching. We begin by overviewing the DMC construct itself, outlining key cornerstones and primary theoretical principles that underpin our understanding of each. We go on to lay out a broad agenda for further study, continuing the discussion in the final chapter of Muir (2020), by foregrounding six avenues for future research. Viewed together, they are demonstrative of the scope of future research potential surrounding DMC theory, incorporating both theoretical and applied (pedagogic) directions for inquiry. For each future avenue that we propose, we foreground several more specific directions in which research effort might begin.

References

  • Badstübner, T., & Ecke, P. (2009). Student expectations, motivations, target language use, and perceived learning progress in a summer study abroad program in Germany. Die Unterrichtspraxis/Teaching
  • German, 42(1), 41–49. https://doi.org/10.1111/j.1756-1221.2009.00034.x
  • Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586–598. https://doi.org/10.1037/0022-3514.41.3.586
  • Başöz, T., & Erten, İ. H. (2018). Investigating tertiary level EFL learners’ willingness to communicate in English. English Language Teaching, 11(3), 78–87. http://doi.org/10.5539/elt.v11n3p78
  • Başöz, T., & Erten, İ. H. (2019). A qualitative inquiry into the factors influencing EFL learners’ in-class willingness to communicate in English. Novitas-ROYAL (Research on Youth and Language), 13(1), 1–18.
  • Baumann, N. (2012). Autotelic personality. In S. Engeser (Ed.), Advances in flow research (165–186). New York: Springer.
  • Beckett, G. H., & Chamness Miller, P. (Eds.) (2006). Project-based Second and Foreign Language Education: Past, Present and Future. Greenwich, CT: Information Age Publishing.
  • Beckett, G. H. & Slater, T. (Eds.) (2020). Global Perspectives on Project-based Language Learning, Teaching, and Assessment: Key Approaches, Technology Tools, and Frameworks. Abingdon, Oxford: Routledge.
  • Costa, P. T., & McCrae, R. R. (1992). NEO personality inventory professional manual. Odessa, FL: Psychological Assessment Resources.
  • Churchill, E. & DuFon, M. A. (2006). Evolving threads in study abroad research. In M. A. DuFon & E.
  • Churchill (Eds.), Language learners in study abroad contexts (1–27). Clevedon, UK: Multilingual Matters. Csikszentmihalyi, M. (1975/2000). Beyond boredom and anxiety. San Francisco: Jossey-Bass.
  • Csizér, K. (2019). The L2 motivational self system. In M. Lamb, K. Csizér, A. Henry & S. Ryan (Eds.), The Palgrave handbook of motivation for language learning (71–93). London: Palgrave MacMillan.
  • Davis, B., & Sumara, D. (2006). Complexity and Education: Enquiries into Learning, Teaching and Research. Mahwah, NJ: Lawrence Erlbaum.
  • Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (9–42). Bristol: Multilingual Matters.
  • Dörnyei, Z. (2014). Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom. Language Teaching, 47(1), 80–91. https://doi.org/10.1017/S0261444811000516
  • Dörnyei, Z. (2019). Task motivation: What makes an L2 task engaging? In Z. Wen & M. J. Ahmadian (Eds.), Researching L2 task performance and pedagogy: In honour of Peter Skehan (53–66). Amsterdam: John Benjamins.
  • Dörnyei, Z. (2020). Innovations and challenges in language learning motivation. London: Routledge.
  • Dörnyei, Z., Henry, A., & Muir, C. (2016). Motivational currents in language learning: Frameworks for focused interventions. New York: Routledge.
  • Dörnyei, Z., Ibrahim, Z., & Muir, C. (2015). ‘Directed Motivational Currents’: Regulating complex dynamic systems through motivational surges. In Z. Dörnyei, P. D. MacIntyre & A. Henry (Eds.), Motivational Dynamics in Language Learning (95–105). Bristol: Multilingual Matters.
  • Dörnyei, Z., & Muir, C. (2019). Creating a motivating classroom environment. In X. A. Gao (Ed.), Second Handbook of English Language Teaching (719–736). New York: Springer.
  • Dörnyei, Z., Muir, C., & Ibrahim, Z. (2014). Directed motivational currents: Energising language learning through creating intense motivational pathways. In D. Lasagabaster, A. Doiz & J. M. Sierra (Eds.), Motivation and Foreign Language Learning: From Theory to Practice (9–29). Amsterdam: John Benjamins.
  • Duff, P. (2020). Case study research: Making language learning complexities visible. In J. McKinley & H. Rose (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (144–153). Oxford: Routledge.
  • Elliot, A. J., Eder, A. B., & Harmon–Jones, E. (2013). Approach–avoidance motivation and emotion: Convergence and divergence. Emotion Review, 5, 308–311. https://doi.org/10.1177/1754073913477517
  • Erten, İ. H., & Altay, M. (2009). The effects of task-based group activities on students’ collaborative behaviours in EFL speaking classes. Journal of Theory and Practice in Education, 5(1), 33–52.
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
  • Fryer, M., & Roger, P. (2018). Transformations in the L2 self: Changing motivation in a study abroad context. System, 78, 159–172. https://doi.org/10.1016/j.system.2018.08.005
  • Ghanizadeh, A., & Jahedizadeh, S. (2017). Directed motivational currents: The implementation of the dynamic web-based Persian scale among Iranian EFL learners. Journal of Language Teaching Skills, 36(1), 27–56. https://doi.org/10.22099/jtls.2017.23952.2159
  • Gümüş, Ö. (2019). Exploring directed motivational currents of English as a foreign language learners at the tertiary level through the dynamic systems perspective. Unpublished doctoral dissertation. University of Hacettepe, Turkey.
  • Gras-Velazquez, A. (Ed.) (2020). Project-Based Learning in Second Language Acquisition: Building Communities of Practice in Higher Education. London: Routledge.
  • Henry, A. (2019). Directed motivational currents. In M. Lamb, K. Csizér, A. Henry & S. Ryan (Eds.), The Palgrave Handbook of Motivation for Language Learning (139–162). Basingstoke: Palgrave.
  • Henry, A., & Davydenko, S. (2020). Thriving? Or Surviving? An approach-avoidance perspective on adult language learners’ motivation. The Modern Language Journal, 104(2), 363–380. https://doi.org/10.1111/modl.12635
  • Henry, A., Davydenko, S., & Dörnyei, Z. (2015). The anatomy of directed motivational currents: Exploring intense and enduring periods of L2 motivation. Modern Language Journal, 99(2), 329–345. https://doi.org/10.1111/modl.12214
  • Hiver, P., & Al-Hoorie, A. (2020). Research methods for complexity theory in applied Linguistics. Bristol: Multilingual Matters.
  • Hiver, P., Al-Hoorie, A., & Mercer, S. (2020). Student Engagement in the Language Classroom. Bristol: Multilingual Matters
  • Hiver, P., & Papi, M. (2019). Complexity theory and L2 motivation. In M. Lamb, K. Csizér, A. Henry & S. Ryan (Eds.), The Palgrave Handbook of Motivation for Language Learning (117–138). Basingstoke: Palgrave.
  • Ibrahim, Z. (2016). Affect in directed motivational currents: Positive emotionality in long-term L2 engagement. In P. MacIntyre, T. Gregersen & S. Mercer (Eds.), Positive Psychology in Second Language Acquisition (258–281). Bristol: Multilingual Matters.
  • Ibrahim, Z. (2017). Parameters inducing motivational surges in second language learning. UKH Journal of Social Sciences, 1(1), 24–33. http://doi.org/10.25079/ukhjss.v1n1y2017.pp24-33
  • Johnson, J. A., Keiser, H. N., Skarin, E. M. & Ross, S. R. (2014). The Dispositional flow scale–2 as a measure of autotelic personality: An examination of criterion related validity. Journal of Personality Assessment, 96, 465–470. https://doi.org/10.1080/00223891.2014.891524
  • Keller, J., & Bless, H. (2008). Flow and regulatory compatibility: An experimental approach to the flow model of intrinsic motivation. Personality and Social Psychology Bulletin, 34, 196–209. https://doi.org/10.1177/0146167207310026
  • Keller, J., & Blomann, F. (2008). Locus of control and the flow experience: An experimental analysis. European Journal of Personality, 22, 589–607. https://doi.org/10.1002/per.692
  • Kinginger, C. (2011). Enhancing language learning in study abroad. Annual Review of Applied Linguistics, 31, 58–73. https://doi.org/10.1017/S0267190511000031
  • Lenton, A. P., Bruder, M., Slabu, L., & Sedikides, C. (2013). How does ‘being real’ feel? The experience of state authenticity. Journal of Personality, 8(3), 276–289. https://doi.org/10.1111/j.1467-6494.2012.00805.x
  • Locke, E. A. & Latham, G. P. (2006). New directions in goal-setting theory. Current Directions in Psychological Science, 15(5), 265–268. https://doi.org/10.1111/j.1467-8721.2006.00449.x
  • McKinley, J. (2020). Introduction: Theorizing research methods in the ‘golden age’ of applied linguistics research. In J. McKinley & H. Rose (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (1–12). Abingdon, Oxford: Routledge.
  • Mercer, S. (2019). Language learner engagement: Setting the scene. In A. Gao (Ed.), Second Handbook of English Language Teaching. New York: Springer.
  • Mercer, S., & Dörnyei, Z. (2020). Engaging Language Learners in Contemporary Classrooms. Cambridge: Cambridge University Press.
  • Muir, C. (2019). Motivation and Projects. In M. Lamb, K. Csizér, A. Henry & S. Ryan (Eds.), The Palgrave Handbook of Motivation for Language Learning (327–346). Basingstoke: Palgrave.
  • Muir, C. (2020). Directed motivational currents and language education: Exploring implications for pedagogy. Bristol: Multilingual Matters.
  • Muir, C. (2021). Investigating group-DMCs and complexity in the L2 classroom. In R. Sampson & R. Pinner (Eds.), Complexity Perspectives on Researching Language Learner and Teacher Psychology (189–207). Bristol: Multilingual Matters.
  • Muir, C., & Dörnyei, Z. (2013). Directed motivational currents: Using vision to create effective motivational pathways. Studies in Second Language Learning and Teaching, 3(3), 357–375. https://doi.org/10.14746/ssllt.2013.3.3.3
  • Muir, C., Florent, J., & Leach, D. (2020). Managing motivational group projects. Journal of Languages, Texts and Society, 4.
  • Papi, M., Bondarenko, A. V., Mansouri, S., Feng, L., & Jiang, C. (2019). Rethinking L2 motivation research: The 2 × 2 model of L2 self-guides. Studies in Second Language Acquisition, 41, 337–361. https://doi.org/10.1017/S0272263118000153
  • Pietluch, A. (2018). Extraordinary motivation or a high sense of personal agency: The role of self-efficacy in the Directed Motivational Currents theory. New Horizons in English Studies, 3, 45–56. https://doi.org/10.17951/nh.2018.45
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There are 73 citations in total.

Details

Primary Language English
Subjects Linguistics
Journal Section Articles
Authors

Christine Muir This is me 0000-0001-8491-7593

Özge Gümüş This is me

Publication Date November 30, 2020
Published in Issue Year 2020

Cite

APA Muir, C., & Gümüş, Ö. (2020). Directed motivational currents: An agenda for future research. Eurasian Journal of Applied Linguistics, 6(3), 501-519. https://doi.org/10.32601/ejal.834661