A Retrodictive Study of English Majors’ Language Motivational Dynamics: A Triangulation Approach

Xuemei Jiang, Chili Li

Abstract

This study investigates the motivational dynamics of English majors by integrating retrospective plotting, interviews, and narrative inquiry. Through triangulation, the research identifies key patterns and underlying causes of motivational shifts among three learners, proposing targeted strategies for remotivation. Findings reveal that English majors’ motivational trajectories exhibit marked dynamic complexity and individual variation, shaped by a multifaceted system of interacting factors—including teacher influence, academic performance, assessment pressures, emotional states, and career prospects. The study highlights the importance of understanding these dynamics to support learners effectively. Practical implications suggest that educators can foster remotivation by guiding students toward constructive attribution patterns, regulating academic emotions, enhancing self-regulatory skills, and clarifying future aspirations.

Keywords

dynamic system theory; L2 motivation; demotivation; remotivation

Full Text:

PDF

References

Albalawi, F., & Al-Hoorie, A. (2021). From demotivation to remotivation: A mixed-methods investigation. SAGE Open, 11(3), 1-14.

Al-Tameemi, R. A. N., Johnson, C., Gitay, R., Abdel-Salam, A.-S. G., Al Hazaa, K., BenSaid, A., & Romanowski, M. H. (2023). Determinants of poor academic performance among undergraduate students—A systematic literature review. International Journal of Educational Research Open, 4, 100232.

Arguedas, M., Daradoumis, T., & Xhafa, F. (2016). Analyzing how emotion awareness influences students’ motivation, engagement, self-regulation and learning outcome. Educational Technology & Society, 19(2), 87-103.

Atkinson, J. W. (1964). An introduction to motivation. Van Nostrand.

Başöz, T., & Gümüş, Ö. (2022). Directed motivational currents in L2: A focus on triggering factors, initial conditions, and (non)defining features. System, 110, 102920.

Bielak, J., & Mystkowska-Wiertelak, A. (2023). A retrodictive qualitative modeling study of complex and dynamic language learning motivation viewed as control, value and truth effectiveness. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688231200576

Boo, Z., Dörnyei, Z., & Ryan, S. (2015). L2 motivation research 2005-2014: Understanding a publication surge and a changing landscape. System, 55, 145-157.

Chang, H. C. (2018). A study on the change mechanism of college students’ English learning motivation: A case analysis from the perspective of dynamic systems theory. Technology Enhanced Foreign Language Education, 5, 35-41.

Chang, H. C. (2019). A study on attractor states in college students’ English learning motivation: A case analysis based on the L2 motivational self system. Foreign Languages in China, 16(2), 55-63.

Chang, P., & Zhang, L. J. (2021). A CDST perspective on variability in foreign language learners’ listening development. Frontiers in Psychology, 12, 601962.

Choi, N., Jung, S., & No, B. (2023). Learning a foreign language under the influence of parents: Parental involvement and children’s English learning motivational profiles. Journal of Child and Family Studies, 33(2), 237-252.

Dai, Y. C. (2023). A retrospective study of motivational changes in successful L2 learners: Triangulation of drawing, interview, and narrative methods. Foreign Language World, 2, 80-87.

Dai, Y. C., & Yu, H. J. (2022). A retrospective study of L2 motivational changes from the perspective of complex dynamic systems theory. Modern Foreign Languages, 45(3), 357-368.

Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135.

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.

Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.

Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation (3rd ed.). Routledge.

Dörnyei, Z., Henry, A., & MacIntyre, P. D. (2015). Motivational dynamics in language learning. Multilingual Matters.

Duan, Y. L. (2016). Vision, self-direction, and L2 motivation: A review of the L2 motivational self system theory. Journal of Hebei United University (Social Science Edition), 16(04), 119-124.

Ellis, R. (2012). Language teaching research and language pedagogy. Wiley.

Fu, C. H., & Zhou, R. (2021). A study on the influence of learning motivation on second language acquisition. Modern English, 20, 87-90.

Fu, Z. L. (2022). Research on college English learning motivation in the new century: Achievements, problems, and paths. Journal of Southwest University, 48(3), 224-234.

Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13(4), 266-272.

Greenquist-Marlett, S., Bol, L., & Hill, C. (2025). Teachers’ perceptions of their self-regulated learning practices in elementary school classrooms. Frontiers in Education, 9, 1464350.

Grimes, L. (1981). Learned helplessness and attribution theory: Redefining children’s learning problems. Learning Disability Quarterly, 4(1), 91-100.

Hofkens, T., Pianta, R. C., & Hamre, B. (2023). Teacher-student interactions: Theory, measurement, and evidence for universal properties that support students’ learning across countries and cultures. In R. Maulana, M. Helms-Lorenz, & R. M. Klassen (Eds.), Effective teaching around the world (pp. 1-25). Springer.

Hulstijn, J. (2020). Proximate and ultimate explanations of individual differences in language use and language acquisition. Dutch Journal of Applied Linguistics, 9, 21-37.

Kim, T. Y., Kim, Y., & Kim, J. Y. (2019). Role of resilience in (de)motivation and second language proficiency: Cases of Korean elementary school students. Journal of Psycholinguistic Research, 48, 371-389.

Larsen-Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied Linguistics, 18(2), 141-165.

Larsen-Freeman, D. (2015). Ten “lessons” from complex dynamic systems theory: What is on offer. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 11-19). Multilingual Matters.

Lei, L., Wang, L., & Culjak, T. (2002). A comparative study of self-regulated learning between high-achieving and low-achieving students. Psychological Development and Education, 2, 6-11.

Li, C. L. (2017). A study on the characteristics of demotivation changes among non-English major college students. Journal of Higher Education, 7, 77-81.

Li, H. X., & Zheng, Y. Y. (2024). Complex dynamic systems theory in second language learning and teaching: A textometric review from 2008 to 2022. Language Teaching Research Quarterly, 39, 68-95.

Li, K., & Yu, L. M. (2022). A study on the developmental changes of college students’ English learning motivation from the perspective of dynamic systems theory. Foreign Language Teaching Theory and Practice, 2, 49-60.

Linnenbrink, E. A., & Pintrich, P. R. (2000). Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation, affect, and cognition. In D. H. Schunk (Ed.), Intrinsic and extrinsic motivation (pp. 82-89). Academic Press.

Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36(1), 1-3.

Liu, M. C. (2016). Influencing factors and regulation of academic emotions. Teaching and Management, 3, 69-71.

Lowie, W. (2017). Emergentism: Wide ranging theoretical framework or just one more meta-theory? Recherches en Didactique des Langues et des Cultures, 14(1).

Luo, Z., & Xiong, Y. (2025). Is anxiety always harmful? An exploration of the impact of language anxiety on EFL learning motivation, EFL competence and EFL academic performance. BMC Psychology, 13, 674.

Papi, M., & Hiver, P. (2020). Language learning motivation as a complex dynamic system: A global perspective of truth, control, and value. The Modern Language Journal, 104(1), 209-232.

Pishghadam, R., & Zabihi, R. (2011). Foreign language attributions and achievement in foreign language classes. International Journal of Linguistics, 3(1), E2.

Rentzios, C., Karagiannopoulou, E., & Ntritsos, G. (2025). Academic emotions, emotion regulation, academic motivation, and approaches to learning: A person-centered approach. Behavioral Sciences, 15(7), 900.

Sadeghi, K., & Richards, J. C. (2021). Professional development among English language teachers: Challenges and recommendations for practice. Heliyon, 7(9), e08053.

Safdari, S. (2021). Operationalizing L2 motivational self system: Improving EFL learners’ motivation through a vision enhancement program. Language Teaching Research, 25(2), 282-305.

Samuelson, L., & Galligan, M. (2014). Dynamic systems theory and language development. In Encyclopedia of language development (pp. 174-178). SAGE.

Serafini, E. J. (2017). Exploring the dynamic long-term interaction between cognitive and psychosocial resources in adult second language development at varying proficiency. The Modern Language Journal, 101(2), 369-390.

Song, B., & Kim, T. (2017). The dynamics of demotivation and remotivation among Korean high school EFL students. System, 65, 90-103.

Stelma, J., & Kostoulas, A. (2024). Revisiting complex dynamic systems theory: Empowering language teachers and teaching. TESOL Journal, 15(3), e790.

Su, Q. (2015). A study on demotivation and regulation strategies of distance foreign language learners. Foreign Language World, 2, 53-60.

Sun, Y. M., & Lei, L. (2013). A study on the influencing factors of motivation decline in college English learning. Foreign Language Research, 5, 57-65.

van Geel, M., et al. (2023). Adapting teaching to students’ needs: What does it require from teachers? In R. Maulana, M. Helms-Lorenz, & R. M. Klassen (Eds.), Effective teaching around the world (pp. 1-22). Springer.

Wang, S., & Littlewood, W. (2021). Exploring students’ demotivation and remotivation in learning English. System, 103, 102617.

Xie, G. M. (2015). From motivation to demotivation to “remotivation”: A “new path” in motivation research. Foreign Language Education, 36(2), 61-65.

Xiong, W. M. (2017). From foreign language “demotivation” to “remotivation”: The perspective of positive academic emotions—Based on value-control theory. Contemporary Foreign Languages Studies, 4, 61-65.

Xu, C. G., & Wang, X. M. (2020). A study on the motivational development of low-proficiency English learners with different starting ages from the perspective of dynamic systems theory. Journal of PLA University of Foreign Languages, 43(3), 118-126.

Yang, L., Chiu, M. M., & Yan, Z. (2021). The power of teacher feedback in affecting student learning and achievement: Insights from students’ perspective. Educational Psychology, 41(7), 821-824.

Yin, X. Q., Fu, Y. L., & An, H. Q. (2019). A study on demotivation and reconstruction of L2 learners at different proficiency levels. Technology Enhanced Foreign Language Education, 3, 103-109.

You, C. J., Dörnyei, Z., & Csizér, K. (2016). Motivation, vision, and gender: A survey of learners of English in China. Language Learning, 66(1), 94-123.

Zhan, X. J. (2018). An analysis of the developmental characteristics of L2 selves from the perspective of dynamic systems. Modern Foreign Languages, 41(5), 661-673.

Zhang, W., & Ding, A. Q. (2018). A grounded theory analysis of the causes of L2 learning demotivation. Journal of Ocean University of China, 3, 117-123.

Zhao, C. Z., & Yang, L. R. (2012). A study on the interaction of cognition and motivation from the perspective of dynamic systems theory. Contemporary Foreign Languages Studies, 10, 48-51.

Zimmerman, B. J., & Schunk, D. H. (2008). Motivation: An essential dimension of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 1-30). Lawrence Erlbaum.

DOI: https://doi.org/10.20961/transling.v5i2.105752

Refbacks

  • There are currently no refbacks.