Nonlinear Dynamic Motivation-Oriented Learner-Centered L2 Classroom

Year 2018, Volume: 31 Issue: 2, 781 - 810, 28.12.2018

Akbar Bahari

https://doi.org/10.19171/uefad.505650

Cited By: 1

Abstract

Both positive and negative aspects of teacher-learner relationships need to be addressed to provide a better picture of the actions and reactions between them. The present study focused on the negative aspects which serve to obstruct teaching-learning process in L2 classroom. To this end, 189 English as a foreign language (EFL) learners were consulted and interviewed concerning their attitudes towards the negative influence of some obstructive aspects of teacher-centered and test-oriented EFL classrooms as well as the potential behind replacing such classes with nonlinear dynamic motivation-based learner-centered classrooms. The findings revealed that teacher-centered and test-oriented EFL classrooms are not only the cause of obstructive aspects of learning process, but also the main cause of quitting language learning and oppositional behavior among the academic EFL learners. The main implications of the study is the need for pedagogical reformations to create a learner-centered EFL classroom, where motivational factors of the learner as the main beneficiary of the EFL classroom are catered for and valued.

Keywords

nonlinear dynamic motivation-based, reactance theory, dynamic systems theory, L2 motivational self system

References

• Bahari, A. (2018a). Nonlinear dynamic motivation-oriented telecollaborative model of language learning via formulaic sequences to foster learner autonomy. The Journal of Teaching English with Technology. 18(3), 65–81, http://www.tewtjournal.org
• Bahari, A. (2018b). Sacred text motivation for general l2 learners: a mixed methods study. Journal of Academic Ethics, 1–31. https://doi.org/10.1007/s10805-018-9316-3
• Bahari, A. (2018c). Developing Listening and Speaking via A Psycho-Socio-Cultural Learning Model Based on Non-Linear Dynamic Motivation. Jordan Journal of Modern Languages and Literature. 10(2), 35–58.
• Brehm, J. W. (1966). A theory of psychological reactance. New York: Academic Press.
• Buehl, M. M., & Beck, J. S. (2015). The relationship between teachers’ beliefs and teachers’ practices. In H. Fives & M. Gregoire Hill (Eds.), International handbook of research on teachers’ beliefs (pp. 66–84). New York, NY: Routledge.
• Campbell, W. K., Bonacci, A. M., Shelton, J., Exline, J. J., & Bushman, B. J. (2004). Psychological entitlement: Interpersonal consequences and validation of a self-report measure. Journal of Personality Assessment, 83(1), 29–45.
• Chang, L. Y. H. (2010). Group processes and EFL learners' motivation: A study of group dynamics in EFL classrooms. TESOL Quarterly, 44(1), 129–154.
• Chartrand, T. L., Dalton, A. N., & Fitzsimons, G. J. (2007). Nonconscious relationship reactance: When significant others prime opposing goals. Journal of Experimental Social Psychology, 43, 719–726.
• Chowning, K., & Campbell, N. J. (2009). Development and validation of a measure of academic entitlement: Individual differences in students' externalized responsibility and entitled expectations. Journal of Educational Psychology, 101(4), 982–997.
• Ciani, K. D., Summers, J. J., & Easter, M. A. (2008). Gender differences in academic entitlement among college students. The Journal of Genetic Psychology, 169(4), 332–344.
• Cornelius, L. L., & Herrenkohl, L. R. (2004). Power in the classroom: How the classroom environment shapes students’ relationships with each other and with concepts. Cognition and Instruction, 22, 467– 498.
• Cranton, P. (2011). A transformative perspective on the scholarship of teaching and learning. Higher Education Research & Development, 30, 75–86.
• de Bot, K., Lowie, W. & Verspoor, M. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition 10 (1), 7–21.
• de Bot, K. and Larsen Freeman, L. (2011). Researching second language development from a dynamic systems theory perspective. In M.H. Verspoor, K. de Bot and W. Lowie (eds) A Dynamic Approach to Second Language Development: Methods and Techniques (pp. 5–24). Amsterdam: John Benjamins.
• Deci, E. L., & Ryan, R. M. (2000). The "What" and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. doi:10.1207/S15327965PLI1104_01
• Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668. doi:10.1037/0033-2909.125.6.627
• Dewaele, J.-M., & MacIntyre, P.D. (2016). Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of FL learning? In: P.D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 215–236). Bristol: Multilingual Matters.
• Dewaele, J.-M., MacIntyre, P.D., Boudreau, C., & Dewaele, L. (2016). Do girls have all the fun? Anxiety and enjoyment in the foreign language classroom. Theory and Practice of Second Language Acquisition, 2, 41–63.
• Dillard, J. P., & Shen, L. (2005). On the nature of reactance and its role in persuasive health communication. Communication Monographs, 72, 144-168. doi:10.1080/03637750500111815
• Dörnyei, Z. (2009). The L2 motivational self-system. In Z. Dörnyei, & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Bristol: Multilingual Matters.
• Dörnyei, Z. (2014). Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom. Language Teaching 40 (1), 80–91.
• Dörnyei, Z., Henry, A., & Muir, C. (2016). Motivational currents in language learning: Frameworks for focused interventions. New York: Routledge/Taylor & Francis.
• Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York, NY: Routledge. Dörnyei, Z., MacIntyre, P., & Henry, A. (Eds.). (2015). Motivational dynamics in language learning. Clevedon, UK: Multilingual Matters.
• Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York, NY: Routledge.
• Driver, R. Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287–312.
• Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38, 39 –72.
• Eagly, A. H., Mladinic, A., & Otto, S. (1994). Cognitive and affective bases of attitudes toward social groups and social policies. Journal of Experimental Social Psychology, 30, 113–137. doi:10.1006/jesp.1994.1006
• Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners’ classroom. Cognition and Instruction, 20, 399–484.
• Fives, H., & Gill, M. G. (Eds.). (2015). International handbook of research on teachers’ beliefs. New York, NY: Routledge.
• Fives, H., Lacatena, N., & Gerard, L. (2015).Teachers’ beliefs about teaching (and learning). In H. Fives & M. G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 249–265). New York, NY: Routledge.
• Foster, J. D., Campbell, W. K., & Twenge, J. M. (2003). Individual differences in narcissism: Inflated self views across the lifespan and around the world. Journal of Research in Personality, 37(6), 469–486.
• Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.
• Fusella, P.V. (2013). Dynamic Systems Theory in Cognitive Science: Major Elements, Applications, and Debates Surrounding a Revolutionary Meta-Theory. Dynamical Psychology 2013 – dynapsyc.org. See http://dynapsyc.org/2013/Fusella.pdf
• Greenberger, E., Lessard, J., Chen, C., & Farruggia, S. P. (2008). Self‐ entitled college students: Contributions of personality, parenting, and motivational factors. Journal of Youth and Adolescence, 37(10), 1193–1204.
• Griffiths, C. (2013). The strategy factor in successful language learning. Bristol, England: Multilingual Matters.
• Harlen, W. (2007). The Quality of Learning: Assessment Alternatives for Primary Education, Primary Review Research Survey 3/4, Cambridge: University of Cambridge Faculty of Education.
• Henry, A., Dörnyei, Z., & Davydenko, S. (2015). The anatomy of directed motivational currents: Exploring intense and enduring periods of L2 motivation. The Modern Language Journal, 99, 329–345.
• Hiver, P. (2015). Attractor states. In Z. Dörnyei, P. MacIntyre and A. Henry (eds) Motivational Dynamics in Language Learning (pp. 20–28). Bristol: Multilingual Matters.
• Hoover, E. (2007). Here’s looking at you, kid: Study says many students are narcissists. Chronicle of Higher Education, p. 53.
• Jiang, Y., & Dewaele, J. M. (2015). What lies bubbling beneath the surface? A longitudinal perspective on fluctuations of ideal and Ought-to L2 self among Chinese learners of English. International Review of Applied Linguistics in Language Teaching, 53, 331–354.
• Jost, J. T., Banaji, M. R., & Nosek, B. A. (2004). A decade of system justification theory: Accumulated evidence of conscious and unconscious bolstering of the status quo. Political Psychology, 25, 881–919.
• Kay, A. C., Gaucher, D., Peach, J. M., Friesen, J., Laurin, K., Zanna, M. P., & Spencer, S. J. (2009). Inequality, discrimination, and the power of the status quo: Direct evidence for a motivation to view what is as what should be. Journal of Personality and Social Psychology, 97, 421–434.
• Kelly, G. J., & Brown, C. (2003). Communicative demands of learning science through technological design: Third grade students’ construction of solar energy devices. Linguistics and Education, 13(4), 483–532.
• Kharkhurin, A.V. (2008). The effect of linguistic proficiency, age of second language acquisition, and length of exposure to a new cultural environment on bilinguals' divergent thinking. Bilingualism: Language and Cognition, 11, 225–243 doi:10.1017/S1366728908003398
• Kikuchi, K. (2009). Listening to our learners' voices: What demotivates Japanese high school students? Language Teaching Research, 13, 453–471.
• Kikuchi, K. (2015). Demotivation in Second Language Acquisition. Bristol: Multilingual Matters. Kim, S., Levine, T., & Allen, M. (2013). Comparing separate process and intertwined models for reactance. Communication Studies, 64, 273-295. doi:10.1080/10510974.2012.755639
• Kim, K. J. (2009). Demotivating factors in secondary English education. English Teaching, 64(4), 249–267. Larsen-Freeman, D. and Cameron, L. (2008). Complex Systems and Applied Linguistics. Oxford: Oxford University Press
• Laurin, K., Kay, A.C., Proudfoot, d., & Fitzsimons, G,J. (2013). Response to restrictive policies: Reconciling system justification and psychological reactance. Organizational Behavior and Human Decision Processes 122, 152–162.
• Liu, Y., & Thompson, A. S. (2017). Language learning motivation in China: An exploration of the L2MSS and psychological reactance. System 72, 37–48.
• Lombardi, J. V. (2007). The academic success entitlement. Inside Higher Ed. Retrieved June 2, 2008, from http://www.insidehighered.com/
• Lyubomirsky, S., & Layous, K. (2013). How do simple positive activities increase well-being? Current Directions in Psychological Science, 22, 57–62. doi:10.1177/0963721412469809
• MacIntyre, P.D. & Legatto, J.J. (2011). A dynamic system approach to willingness to communicate: Developing and idiodynamic method to capture rapidly changing affect. Applied Linguistics 32 (2), 149–171.
• MacIntyre, P.D., & Mercer, S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 4, 153–172.
• Miron, A. M., & Brehm, J. W. (2006). Reactance theory—40 years later. Social Psychology (formerly Zeitschrift für Sozialpsychologie), 37, 9–18.
• Morrow, W. (1994). Entitlement and achievement in education. Studies in Philosophy and Education, 13(1), 33–47.
• Mortimer, E. F., & Scott, P. H. (2003). Meaning making in secondary science classrooms. Maidenhead, UK: Open University Press.
• Moskovsky, C., Racheva, S., Assulaimani, T., & Harkins, J. (2016). The L2 Motivational Self System and L2 Achievement: A study of Saudi EFL learners. The Modern Language Journal. Advanced online publication. doi: 10.1111/modl.12340
• Oxford, R. (2017). Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). New York: Routledge.
• Quoidbach, J., Mikolajczak, M., & Gross, J. J. (2015). Positive interventions: An emotion regulation perspective. Psychological Bulletin, 141, 655–693. doi:10.1037/a0038648
• Rains, S. A. (2013). The nature of psychological reactance revisited: A meta-analytic review. Human Communication Research, 39, 47-73. doi:10.1111/j.1468-2958.2012.01443.x
• Rains, S. A., & Turner, M. M. (2007). Psychological reactance and persuasive health communication: A test and extension of the intertwined model. Human Communication Research, 33, 241-269. doi:10.1111/j.1468-2958.2007.00298.x
• Resnick, L. B. (1999). Making America smarter. Education Week Century Series, 18(40), 38–40. Rose, J., & Paisley, K. (2012). White privilege in experiential education: A critical reflection. Leisure Sciences, 34, 136–154.
• Rusk, R. D., & Waters, L. (2015). A psycho-social system approach to well-being: Empirically deriving the five domains of positive functioning. The Journal of Positive Psychology, 10, 141–152. doi:10.1080/17439760.2014.920409
• Saldaña, J. (2013). The coding manual for qualitative researchers (2nd ed.). Thousand Oaks, CA: Sage Publications Inc.
• Schunk, D. H., & Zimmerman, B. J. (2012). Motivation and self-regulated learning: Theory, research, and applications. New York: Routledge.
• Scott, P.H., Mortimer, E.F., & Aguiar, O.G. (2006). The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons. Wiley Inter Science, doi: 10.1002/sce.20131
• Sheldon, K., Boehm, J., & Lyubomirsky, S. (2013). Variety is the spice of happiness: The hedonic adaptation prevention (HAP) model. In S. A. David, I. Boniwell, & A. C. Ayers (Eds.), Oxford handbook of happiness (pp. 901–914). Oxford: Oxford University Press.
• Tashakkori, A. & Teddlie, C. (2003). Handbook of Mixed Methods in Social & Behavioral Research. Thousand Oaks: Sage.
• Thompson, A. S., & Erdil-Moody, Z. (2016). Operationalizing multilingualism: Language learning motivation in Turkey. International Journal of Bilingual Education and Bilingualism, 19(3), 314–331.
• Thompson, A. S., & Vasquez, C. (2015). Exploring motivational profiles through language learning narratives. Modern Language Journal, 99(1), 158–174.
• Trang, T. T. T., & Baldauf, R. B. (2007). Demotivation: Understanding resistance to English language learning the case of Vietnamese students. The Journal of Asia TEFL, 4(1), 79–105.
• Twenge, J. M. (2006). Generation me: Why today’s young Americans are more confident, assertive, entitled—and more miserable than ever before. New York: Free Press
• Urdan, T., & Mestas, M. (2006). The goals behind performance goals. Journal of Educational Psychology, 98(2), 354–365.
• Ushioda, E., & Dörnyei, Z. (2017). Beyond Global English: Motivation to Learn Languages in a Multicultural World: Introduction to the Special Issue. The Modern Language Journal, 101, 3. doi: 10.1111/modl.12407
• Van Zee, E. H., & Minstrell, J. (1997). Reflective discourse: Developing shared understandings in a physics classroom. International Journal of Science Education, 19(2), 209–228.
• Wallace, M. J. (1991). Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.
• Warren, B., Ballenger, C., Ogonowski, M., Rosebery,A. S.,&Hudicourt-Barnes, J. (2001). Re-thinking diversity in learning science: The logic of everyday sense-making. Journal of Research in Science Teaching, 38, 529–552.
• Wigfield, A., & Guthrie, J. T. (1995). Dimensions of children’s motivations for reading: An initial study (Research Rep. No. 34). Athens, GA: National Reading Research Center.
• Wigfield, A., & Guthrie, J.T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420–432.
• Wortman, C. B., & Brehm, J. W. (1975). Responses to uncontrollable outcomes: An integration of reactance theory and the learned helplessness model. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 8, pp. 236–277). New York, NY: Academic Press.
• Wyse, D., McCreery, E., & Torrance, H. (2008). The trajectory and impact of national reform: curriculum and assessment in English primary education, Primary Review Research Survey 3/2’, University of Cambridge Faculty of Education, Cambridge.