Directed Motivational Currents and Individual Differences: A Mixed-Method Investigation In the Turkish Efl Context

Abstract

This study aimed at investigating the role of individual difference (ID) factors, namely self-regulatory strategy use, language learning effort, ideal L2 self, and imaginary capacity/vision in the long-term sustainment of Directed Motivational Currents (DMC). To do so, a longitudinal mixed-method sequential explanatory research design was employed. Quantitative data were collected from 305 tertiary-level EFL learners via a composite survey instrument and the structural interactions between the variables were analyzed via path analysis. Results displayed that self-regulatory strategy use and language learning effort directly and strongly predicted DMC. While the ideal L2 self exerted an indirect effect on DMC, vision exerted both direct and indirect effects. Qualitative data were collected through language learning diaries and first and follow-up interviews from 9 participants chosen via retrodictive qualitative modeling, and then analyzed utilizing content analysis. Findings supported the impact of self-regulatory strategy use and L2 learning effort in DMC. Volitional use of self-regulation by pure DMC cases was displayed. While the DMC group preferred meta-affective and meta-cognitive strategies to regulate the emotional and mental challenges of the current, cognitive strategies were the most favored ones in the DMC-like, No-DMC and starting in DMC-like, and ending in no-DMC groups. Language learning effort in the groups was mainly in line with their motivational and affective states. On account of these results, this study brings new insights into the individual level variability of the DMC construct and offers several pedagogical implications to ensure sustaining the intense motivational current for optimum benefit in the SLA context.