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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 0000-0001-5338-4202), Anna Mystkowska-Wiertelak (ORCID 0000-0002-9930-3030)
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
FullText Text:
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PubType: Academic Journal
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  Data: A Retrodictive Qualitative Modeling Study of Complex and Dynamic Language Learning Motivation Viewed as Control, Value and Truth Effectiveness
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  Data: <searchLink fieldCode="AR" term="%22Jakub+Bielak%22">Jakub Bielak</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5338-4202">0000-0001-5338-4202</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anna+Mystkowska-Wiertelak%22">Anna Mystkowska-Wiertelak</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9930-3030">0000-0002-9930-3030</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2026 30(5):2478-2525.
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  Data: 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
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  Data: 48
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  Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Majors+%28Students%29%22">Majors (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Systems+Approach%22">Systems Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Profiles%22">Profiles</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink>
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  Data: 10.1177/13621688231200576
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  Data: 1362-1688<br />1477-0954
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  Data: 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.
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  Data: EJ1508232
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        Value: 10.1177/13621688231200576
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      – Text: English
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        PageCount: 48
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    Subjects:
      – SubjectFull: Second Language Learning
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Majors (Students)
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      – SubjectFull: Foreign Countries
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