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Language Learning Motivation as a Complex Dynamic System: A Global Perspective of Truth, Control, and Value

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Title: Language Learning Motivation as a Complex Dynamic System: A Global Perspective of Truth, Control, and Value
Language: English
Authors: Papi Mostafa (ORCID 0000-0003-4309-0483), Hiver, Phil (ORCID 0000-0002-2004-7960)
Source: Modern Language Journal. Spr 2020 104(1):209-232.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 24
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Second Language Learning, Second Language Instruction, Learning Motivation, Context Effect, Guidelines, Ethics, Values, Learning Experience, Graduate Students, Student Attitudes, Correlation, Foreign Countries, Foreign Students
Geographic Terms: Iran, United States
DOI: 10.1111/modl.12624
ISSN: 0026-7902
Abstract: Research on language learning motivation has typically focused on the strength of different motives in isolation and often out of context. The present study aims to explore the applicability of one global framework of motivation to integrate different perspectives. We investigated how adaptive interactions between learners' motivations for value, truth, and control effectiveness, and contextual factors led to varying motivational trajectories and patterns of emergent stability at different stages of the language-learning experiences of 6 Iranian graduate students learning English in the United States. Using a retrospective-longitudinal design, quasi-narrative accounts of key phases of the learners' language-learning histories were documented through interviews. These data were analyzed following an analytic inductive approach to identify the main events within different contexts, themes associated with each setting, and other bottom-up conceptual categories. Using a process-tracing procedure our results showed that dynamic processes and adaptive or competitive interactions between value-, control-, and truth-related motivations and the context in which they emerged resulted in specific motivational trajectories that shaped these learners' language-learning choices and experiences. We discuss the contribution of these novel frameworks for understanding the complex motivational development of language learners.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1244502
Database: ERIC
FullText Text:
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  Data: Language Learning Motivation as a Complex Dynamic System: A Global Perspective of Truth, Control, and Value
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  Data: <searchLink fieldCode="AR" term="%22Papi+Mostafa%22">Papi Mostafa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4309-0483">0000-0003-4309-0483</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hiver%2C+Phil%22">Hiver, Phil</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2004-7960">0000-0002-2004-7960</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Modern+Language+Journal%22"><i>Modern Language Journal</i></searchLink>. Spr 2020 104(1):209-232.
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  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
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  Data: 24
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  Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Guidelines%22">Guidelines</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Values%22">Values</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Students%22">Foreign Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
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  Data: 10.1111/modl.12624
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  Data: 0026-7902
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Research on language learning motivation has typically focused on the strength of different motives in isolation and often out of context. The present study aims to explore the applicability of one global framework of motivation to integrate different perspectives. We investigated how adaptive interactions between learners' motivations for value, truth, and control effectiveness, and contextual factors led to varying motivational trajectories and patterns of emergent stability at different stages of the language-learning experiences of 6 Iranian graduate students learning English in the United States. Using a retrospective-longitudinal design, quasi-narrative accounts of key phases of the learners' language-learning histories were documented through interviews. These data were analyzed following an analytic inductive approach to identify the main events within different contexts, themes associated with each setting, and other bottom-up conceptual categories. Using a process-tracing procedure our results showed that dynamic processes and adaptive or competitive interactions between value-, control-, and truth-related motivations and the context in which they emerged resulted in specific motivational trajectories that shaped these learners' language-learning choices and experiences. We discuss the contribution of these novel frameworks for understanding the complex motivational development of language learners.
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