Deep and Sustained Engagement in Second Language Learning: An Exploration of Directed Motivational Currents among Chinese Adolescents

Abstract

Motivation has consistently been a central concern in the study of second language (L2) and English as a Foreign Language (EFL) education. In China, many English teachers recognize the importance of motivation in addressing challenges related to low language learning efficiency, diminished learning motivation, and the problem of “dumb English”. Many scholars of second language acquisition (e.g., Larsen-freeman, 2014; Dörnyei et al., 2015; Muir & Dörnyei, 2013; Henry et al., 2015) have drawn on theories from mainstream psychology and educational psychology to understand students’ L2 or EFL learning motivation and behavior. This thesis project used Dörnyei et al.’s (2016) theory of Directed Motivational Currents (DMCs) to explore periods of intense and sustained L2 motivation among Chinese adolescent EFL learners in senior high school and university. DMCs are defined as periods of intense, highly motivated behavior aimed at achieving a specific, personally meaningful goal (Dörnyei et al., 2015). They are marked by sustained effort, deep engagement, and a positive emotional state, leading individuals to exceed initial expectations across various contexts. This thesis project employed a mix-methods sequential explanatory design procedure, consisting of two studies. In Study 1, a cross-sectional survey of Chinese high school (n = 397) and university (n = 343) students, 86.2% of participants recognized the intense motivation characteristic of DMCs, 73.5% reported having a DMC-like experience somewhere, and 64.6% indicated having DMC-like experience while learning English. Results from MANOVA indicated that students majoring in English reported higher DMC scores in English learning compared to students who were not majoring in English. Paired sample t-test showed that participants self- assessed English proficiencies improved after experiencing a DMC in English. Results from correlational analysis, indicated that participants’ expectancy-value appraisals (i.e., expectancy for success, intrinsic interest, utility value), perception of parental encouragement, and evaluation of English teachers and course were significantly correlated with DMC scores. However, after controlling for demographic and personal salience variables, results from regression analysis revealed that only expectancy for success, and parental encouragement were significant correlates of DMC scores. Additionally, qualitative data from the survey highlighted that external influences, outcome-led factors, and intrapersonal reasons initiated DMCs were mainly shaped by Chinese educational environments. Study 2 employed individual interviews with participants (n = 10) from Study 1, to explore more deeply the development and impact of the motivation process on individual EFL learners. Results revealed what conditions led to a DMC, what a DMC-cycle entailed, and how participants made use of a salient structure. Specifically, results indicated that establishing a facilitative structure right at the onset of a DMC was crucial for the sustain of the current. This importance stemmed from the impact of behavioral routines, which played a significant role in maintaining continued engagement and protecting it from potential distractions. Additionally, many participants (six out of ten) reported that their cognitive skills (e.g., attention, processing speed, executive functions, logic, and reasoning) were activated while experiencing a DMC, which encouraged them to engage more deeply in daily English learning activities.