Understanding motivation-in-action from a Dynamic Systems Approach

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Abstract

We report on part of an ongoing longitudinal study on students' motivational changes in EFL classrooms. Research on second language (L2) motivation has traditionally focused on a static state, or what type of motivation contributes to successful L2 learning, but such choice motivation is different from executive motivation needed for sustaining a long period of learning. Drawing on a process model of L2 motivation (Dornyei & Otto, 1998), this study examines how first year university students' executive motivation changes from the beginning to the end of EFL courses over one year (n=164). In addition to pre-course and post-course questionnaires, short weekly questionnaires are provided at the end of every class for self-assessing students' own motivation towards the class. Together with qualitative analysis of teacher reflection, the findings uncover underlying reasons for motivational fluctuation and evolution in EFL classrooms.

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