A Retrodictive Qualitative Modeling Study of Complex and Dynamic Language Learning Motivation Viewed as Control, Value and Truth Effectiveness
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| Title: | A Retrodictive Qualitative Modeling Study of Complex and Dynamic Language Learning Motivation Viewed as Control, Value and Truth Effectiveness |
|---|---|
| Language: | English |
| Authors: | Jakub Bielak (ORCID |
| Source: | Language Teaching Research. 2026 30(5):2478-2525. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 48 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Second Language Learning, English (Second Language), Majors (Students), Learning Motivation, Systems Approach, Learning Processes, Profiles, Self Determination, Foreign Countries, College Students, Student Attitudes, Prior Learning |
| Geographic Terms: | Poland |
| DOI: | 10.1177/13621688231200576 |
| ISSN: | 1362-1688 1477-0954 |
| Abstract: | The dynamics of second language learning motivation (L2 motivation), which depends on multiple intra-personal and contextual influences, is increasingly examined. As part of this research trend, we explore the usefulness of a global view of motivation -- covering control, value and truth effectiveness -- for tracing English majors' motivational development spanning their entire learning histories. Viewing L2 motivation as a complex system, we employ complex dynamic systems theory and retrodictive qualitative modeling. We created a "blueprint" integrating diverse motivational forces under the three types of effectiveness. Control emerged as crucial as, in interaction with the others, it pushed the motivational system into qualitatively different states, particularly through feedback on progress and the (non-)compatibility of goal foci (promotion/prevention) with learning strategies (eager/vigilant). The motivational development of seven learners representing different learner archetypes was captured in (1) a common motivational base in the form of slow motivational evolution (for one learner this was exhaustive), and (2) distinct signature dynamics, i.e. developmental patterns, which involved periodic attractor states (for four learners whose motivation was fluctuating considerably) and fixed point attractor states (for two learners whose motivation was strong, with just one major fall/change). Pedagogy-wise, we recommend that teachers foster success experiences, communicate/discuss teaching goals, consider individualized instruction, and use/teach (meta-)motivational strategies highlighting the control, value and truth effectiveness types, promotion/prevention goal foci, and eager/vigilant strategies. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508232 |
| Database: | ERIC |
| Abstract: | The dynamics of second language learning motivation (L2 motivation), which depends on multiple intra-personal and contextual influences, is increasingly examined. As part of this research trend, we explore the usefulness of a global view of motivation -- covering control, value and truth effectiveness -- for tracing English majors' motivational development spanning their entire learning histories. Viewing L2 motivation as a complex system, we employ complex dynamic systems theory and retrodictive qualitative modeling. We created a "blueprint" integrating diverse motivational forces under the three types of effectiveness. Control emerged as crucial as, in interaction with the others, it pushed the motivational system into qualitatively different states, particularly through feedback on progress and the (non-)compatibility of goal foci (promotion/prevention) with learning strategies (eager/vigilant). The motivational development of seven learners representing different learner archetypes was captured in (1) a common motivational base in the form of slow motivational evolution (for one learner this was exhaustive), and (2) distinct signature dynamics, i.e. developmental patterns, which involved periodic attractor states (for four learners whose motivation was fluctuating considerably) and fixed point attractor states (for two learners whose motivation was strong, with just one major fall/change). Pedagogy-wise, we recommend that teachers foster success experiences, communicate/discuss teaching goals, consider individualized instruction, and use/teach (meta-)motivational strategies highlighting the control, value and truth effectiveness types, promotion/prevention goal foci, and eager/vigilant strategies. |
|---|---|
| ISSN: | 1362-1688 1477-0954 |
| DOI: | 10.1177/13621688231200576 |
