Motivational Currents of Indonesian Postgraduate Students Studying Abroad

Rasman Rasman(1*),

(1) Universitas Negeri Yogyakarta
(*) Corresponding Author




DOI: https://doi.org/10.26858/ijole.v5i4.19482

Abstract


Motivational currents, a relatively new concept in the field of language learning, has contributed to understanding how long-term motivational energy can be sustained among learners. Despite such critical contribution, little is known on how one of its core elements called vision, a vivid image of one’s future self, can be sustainable in such a long period. This has resulted in the difficulty for teachers to create motivational currents among their learners. This article aims at contributing to the understanding of the dynamic nature of vision in the phenomena of motivational currents. It reports on a Retrodictive Qualitative Modelling (RQM) study conducted using complex dynamic system’s frame. The data were gathered from Indonesian postgraduate students studying in a university in the United Kingdom using introspective, semi-structured interview and self-assessed motivational trajectory. They were then analyzed using Interpretative Phenomenological Analysis (IPA). The findings show that the participants experienced motivational currents although their visions or images of their future selves were slightly changing during the period. The findings will then be discussed with regards to the nature of interconnectedness between the motivational currents system and the self-system. The article is ended by outlining some pedagogical implications as well as recommendations for future research.

Keywords: Motivational currents; vision; complex dynamic system.


Keywords


Motivational currents; vision; complex dynamic system.

Full Text:

PDF

References


Brinkmann, S., & Kvale, S. (2015). Interviews: Learning the craft of qualitative research interviewing (Vol. 3). Thousand Oaks, CA: Sage.

Chan, L., Dörnyei, Z., & Henry, A. (2015). Learner archetypes and signature dynamic in the language classroom: A retrodictive qualitative modelling approach to studying L2 Motivation. In Z. Dörnyei, P.D. MacIntyre, & A. Henry. (Eds.) Motivational dynamics in language learning (pp. 238-259). Bristol: Multilingual Matters.

Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum.

De Bot, Kees. (2015). Rates of change: timescales in second language development. In Z. Dörnyei, P.D. MacIntyre, & A. Henry. (Eds.) Motivational dynamics in language learning (pp. 29-37). Bristol: Multilingual Matters.

Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics (Thames Valley University, London), 4, 43-69.

Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.

Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.) Motivation, language identity, and the L2 self (pp. 9-42). Bristol: Multilingual Matters.

Dörnyei, Z. (2014). Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom. Language Teaching, 47(1), 80-91.

Dörnyei, Z. (2020). From integrative motivation to directed motivational currents: The evolution of the understanding of L2 motivation over three decades. In M. Lamb, K. Csizér, A. Henry & S. Ryan (Eds.) Palgrave Macmillan handbook of motivation for language learning (pp. 39-69). Basingstoke: Palgrave.

Dörnyei, Z., & Chan, L. (2013). Motivation and vision: An analysis of future L2 self-images, sensory styles, and imagery capacity across two target languages. Language Learning, 63(3), 437-462.

Dörnyei, Z., & Ushioda, M. (2013). Teaching and researching motivation, 2nd ed. New York: Routledge.

Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.

Dörnyei, Z., MacIntyre, P.D., & Henry, A. (2015). Introduction: Applying complex dynamic systems principles to empirical research on L2 Motivation. In Z. Dörnyei, P.D. MacIntyre, & A. Henry. (Eds.) Motivational dynamics in language learning (pp. 1-7). Bristol: Multilingual Matters.

Dörnyei, Z., Ibrahim, Z., & Muir, C. (2015). Directed motivational currents: Regulating complex dynamic systems through motivational surges. In Z. Dörnyei, P.D. MacIntyre, & A. Henry. (Eds.) Motivational dynamics in language learning (pp. 95-105). Bristol: Multilingual Matters.

Dörnyei, Z. & Ryan, S. (2015). The psychology of the language learner revisited. Routldge: New York.

Dörnyei, Z., Henry, A., & Muir, C. (2016). Motivational currents in language learning: Frameworks for focused interventions. New York: Routledge.

Ericsson, K. A., & Simon, H. A. (1980). Verbal reports as data. Psychological Review, 87(3), 215-251.

Gardner, R. C. & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Newbury House: Rowley, MA.

Henry, A., Dörnyei, Z., & Davydenko, S. (2015). The anatomy of directed motivational currents: Exploring intense and enduring periods of L2 motivation. The Modern Language Journal, 99(2), 329-345.

Henry, A. (2015). The dynamic of possible selves. In Z. Dörnyei, P.D. MacIntyre, & A. Henry. (Eds.) Motivational dynamics in language learning (pp. 83-94). Bristol: Multilingual Matters.

Hiver, P., & Larsen-Freeman, D. (2020). Motivation: It is a relational system. In A. H. Al-Hoorie & P. D. MacIntyre (Eds.) Contemporary language motivation theory: 60 years since Gardner and Lambert (1959) (pp. 285-303). Bristol, UK: Multilingual Matters.

Hiver, P., & Al-Hoorie, A. H. (2019). Research methods for complexity theory in applied linguistics. Bristol, UK: Multilingual Matters.

Hiver, P., & Papi, M. (2020). Complexity theory and L2 motivation. In M. Lamb, K. Csizér, A. Henry & S. Ryan (Eds.) Palgrave Macmillan handbook of motivation for language learning (pp. 117-137). Basingstoke: Palgrave.

Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford: Oxford University Press.

Larsen-Freeman, D. (2012). Complex, dynamic systems: A new transdisciplinary theme for applied linguistics? Language Teaching, 45, 202-214.

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

Larsen-Freeman, D. (2018). Looking ahead: Future directions in, and future research into, second language acquisition. Foreign Language Annals, 51(1), 55–72.

Muir, C., & Dörnyei, Z. (2013). Directed motivational currents: Using vision to create effective motivational pathways. Studies in Second Language Learning and Teaching, (III-3), 357-375.

Mercer, S. (2014). The self from a complexity perspective. In S. Mercer & S. William (Eds.) Multiple perspective on the self in SLA (pp.160-176). Bristol: Multilingual Matters.

Mercer, S. (2015). Dynamics of the self: A multilevel nested system approach. In Z. Dörnyei, P.D. MacIntyre, & A. Henry. (Eds.) Motivational dynamics in language learning (pp. 139-163). Bristol: Multilingual Matters.

Markus, H. R., & Nurius, P. (1986). Possible selves. American psychologist, 41(9), 954-969.

Smith, J. A. & Osborn, M. (2008). Interpretative Phenomenological Analysis. In J. A. Smith (Ed.) Qualitative psychology: A practical guide to research methods, 2nd ed. (pp. 53-80). London: SAGE Publications.

Strahan, E., & Wilson, A. (2006). Temporal comparisons and motivation: The relation between past, present, and possible future selves. In C. Dunkel & J. Kerpelman (Eds.) Possible selves: Theory, research, and application (pp. 1–15). Hauppauge, NY: Nova Science.

Weiner, B. (1992). Human motivation: metaphors, theories and research. Newbury Park, CA: Sage.

You, C. & Chan. L (2015). The dynamic of L2 imagery in future motivational self-guides. In Z. Dörnyei, P.D. MacIntyre, & A. Henry. (Eds.) Motivational dynamics in language learning (pp. 397-418). Bristol: Multilingual Matters.


Article Metrics

Abstract view : 715 times | PDF view : 128 times

Refbacks

  • There are currently no refbacks.


License URL: https://creativecommons.org/

 

 

 

Creative Commons License


This work is licensed under a Creative Commons Attribution 4.0 International License.