YÖNLENDİRİLMİŞ MOTİVASYON AKIMLARI (DMC) BAĞLAMINDA KATILIMIN DİNAMİK DOĞASINI ANLAMAK

Öz

Bu çalışma, İngilizceyi yabancı dil olarak öğrenme bağlamında (EFL) Yönlendirilmiş Motivasyonel Akımlar (DMCs) çerçevesinde, son yıllarda giderek önem kazanan öğrenen katılımının dinamik doğasını incelemektedir. Önceki araştırmalardan farklı olarak, bu çalışma yalnızca kısa süreli veya laboratuvar ortamında yürütülen görev temelli katılım gözlemleriyle sınırlı kalmayıp, bir akademik yıl boyunca DMC deneyimi yaşayan beş ikinci dil öğrenicisinin katılım dalgalanmalarını uzunlamasına bir yaklaşımla ele almıştır. Araştırma, DMC’lerde katılım dinamiklerine odaklanan çalışmaların sınırlı olmasından hareketle keşfedici karma yöntem tasarımı benimsemiş; haftalık öz-değerlendirmeler ve derinlemesine görüşmeler yoluyla davranışsal, bilişsel ve duyuşsal katılım biçimlerini kapsamlı biçimde analiz etmiştir. Bulgular, DMC’ler kapsamında katılımın kısa süreli durağanlıklar ve belirgin değişkenliklerle karakterize edilen karmaşık ve dinamik bir süreç olduğunu göstermiştir. Bu süreç; olumlu geribildirim, destekleyici öğrenme ortamı, görevin yeniliği, ilerleme algısı ve duygusal yankı gibi etmenlerden etkilenmektedir. Çalışma, ikinci dil öğreniminde katılımın çok boyutlu ve değişken doğasının dikkate alınmasının önemini vurgulayarak, öğrenen katılımını uzun vadede destekleyecek öğretimsel müdahaleler için önemli çıkarımlar sunmaktadır.

Anahtar Kelimeler

• İkinci Dil Katılımı
• İkinci Dil Öğrenimi
• Dil Öğreniminin Psikolojisi
• Hedefli Motivasyonel Akımlar

UNDERSTANDING THE DYNAMIC NATURE OF ENGAGEMENT IN DIRECTED MOTIVATIONAL CURRENTS

Öz

The present study explores the dynamic nature of learner engagement emerged as a critical area of interest in recent years, within the framework of Directed Motivational Currents (DMCs) in EFL. Departing from previous investigations that often have been limited to engagement in isolated tasks within controlled laboratory settings, this study adopts a longitudinal approach, exploring engagement fluctuations of five L2 learners experiencing DMCs over the course of an academic year. Given a lack of research focused on the engagement dynamics in the case of DMCs, adopting an exploratory, mixed-methods design, the study utilizes weekly self-reports and in-depth interviews to capture the multifaceted nature of behavioral, cognitive, and emotional engagement trajectories within the framework of DMCs. The findings reveal that engagement within DMCs is a complex and dynamic process characterized by significant variability with only brief periods of stability and shaped by a range of factors, including positive feedback, supportive learning environments, task novelty, perceived progress, and emotionally resonant experiences. Importantly, the study underscores the crucial need to view the dynamic and multifaceted nature of engagement in L2 learning, particularly within the context of DMCs. These findings present significant insights for designing interventions that support and sustain learner engagement throughout the dynamic and multifaceted process of L2 learning.

Anahtar Kelimeler

• directed motivational currents
• L2 engagement
• L2 learning
• psychology of language learning

Kaynakça

1. Braun, V., & Clarke, V. (2007). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
2. Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.
3. Deci, E. L., & Ryan, R. M. (1980). The empirical exploration of intrinsic motivational processes. Advances in Experimental Social Psychology, 13, 39–80. https://doi.org/10.1016/S0065-2601(08)60130-6
4. Dewaele, J.-M., & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of the language learner. In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 215–236). Multilingual Matters. https://doi.org/10.21832/9781783095360-010
5. Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
6. Dörnyei, Z., Henry, A., & Muir, C. (2016). Motivational currents in language learning: Frameworks for focused interventions. Routledge.
7. 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 (pp. 95–105). Multilingual Matters.
8. Duff, P. A. (2008). Case study research in applied linguistics. Routledge.

9. Flick, U. (2004). An introduction to qualitative research (2nd ed.). SAGE Publications.
10. 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), 5aydın9–109. https://doi.org/10.3102/00346543074001059
11. 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). Hacettepe University, Turkey.
12. Henry, A., Davydenko, S., & Dörnyei, Z. (2015). The anatomy of directed motivational currents: Exploring intense and enduring periods of L2 motivation. The Modern Language Journal, 99(3), 329–345. https://doi.org/10.1111/modl.12214
13. Hiver, P., & Al-Hoorie, A. H. (2019). Research methods for complexity theory in applied linguistics (Vol. 137). Multilingual Matters.
14. Hiver, P., Al-Hoorie, A. H., & Mercer, S. (2020). Student engagement in the language classroom. Multilingual Matters.
15. Ibrahim, Z. (2016). Affect in directed motivational currents: Positive emotionality in long-term L2 engagement. In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in second language acquisition (pp. 258–281). Multilingual Matters.
16. Kruk, M. (2021). Fluctuations in self-perceived foreign language anxiety during visits to Second Life: A case study. Innovation in Language Learning and Teaching, 15(5), 393–405.
17. Larsen-Freeman, D. (2016). Complex dynamic systems theory. In B. VanPatten & J. Williams (Eds.), The Routledge handbook of second language acquisition (pp. 227–241). Routledge.
18. Mercer, S. (2019). Language learner engagement: Setting the scene. In A. Gao (Ed.), Second handbook of English language teaching. Springer.
19. Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge University Press.
20. Muir, C. (2020). Directed motivational currents and language education: Exploring implications for pedagogy. Multilingual Matters.
21. 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
22. Muir, C., & Gümüş, Ö. (2020). Directed motivational currents: An agenda for future research. Eurasian Journal of Applied Linguistics, 6, 501–519.
23. Philp, J., & Duchesne, S. (2016). Exploring engagement in tasks in the language classroom. Annual Review of Applied Linguistics, 36, 50–72. https://doi.org/10.1017/S0267190515000094
24. Pietluch, A. (2022). How to keep the current flowing? Factors contributing to the longevity of directed motivational currents. Porta Linguarum, 38, 229–246.
25. Pietluch, A., & Sak, M. (2024). Navigating the flow: The dynamic nature of language learners’ well-being in directed motivational currents. International Journal of Applied Linguistics, 35(3), 1427–1439. https://doi.org/10.1111/ijal.12716
26. Sak, M. (2019). Contextual factors that enhance and impair directed motivational currents in instructed L2 classroom settings. Novitas-ROYAL (Research on Youth and Language), 13(2), 155–174.
27. Sak, M. (2021). Understanding the role of personality in explaining L2 learners’ DMC disposition. Foreign Language Annals, 54(2), 429–451.
28. Sak, M., & Gürbüz, N. (2022). Unpacking the negative side-effects of directed motivational currents in L2: An interpretative phenomenological analysis. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688221125995
29. Selçuk, Ö., & Erten, İ. H. (2017). A display of patterns of change in learners' motivation: Dynamics perspective. Novitas-ROYAL (Research on Youth and Language), 11(2), 128–141.
30. Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The challenges of defining and measuring student engagement in science. Educational Psychologist, 50(1), 1–13. https://doi.org/10.1080/00461520.2014.1002924
31. Zarrinabadi, N., & Khajeh, F. (2021). Describing characteristics of group-level directed motivational currents in EFL contexts. Current Psychology. https://doi.org/10.1007/s12144-021-01518-9
32. Zarrinabadi, N., & Khodarahmi, E. (2021). Some antecedents of directed motivational currents in a foreign language. Journal of Multilingual and Multicultural Development, 42(1), 1–14.
33. Zarrinabadi, N., & Khodarahmi, E. (2023). Investigating the consequences of experiencing directed motivational currents for learners’ beliefs and self-perceptions. Journal of Multilingual and Multicultural Development, 44(1), 1–15.
34. Zarrinabadi, N., & Tavakoli, M. (2017). Exploring motivational surges among Iranian EFL teacher trainees: Directed motivational currents in focus. TESOL Quarterly, 51(1), 155–166. https://doi.org/10.1002/tesq.332