Akademik Veri Yönetim Sistemi
GlobELT 2019 Conference, Girne, Kıbrıs (Kktc), 11 - 14 Nisan 2019
In recent years, there has been a growing research interest in Directed Motivational Currents (DMCs). However, there still remains a current paucity of evidence to acknowledge that all specific properties of DMCs have been completely captured. In this sense, while much of the existing research on DMC has investigated the validity of DMC as a construct in different learning settings, relatively little is known about its validity in the Turkish EFL context. Besides, whether and in what ways L2-related contextual factors influence DMC experience remains unexplored. Addressing these gaps, the current study set out to meet two primary objectives: (1) to explore the potential L2 parameters that may cause a positive or negative fluctuation in participants’ DMC-induced motivational trajectory; (2) to provide further evidence for the validity of DMC in the Turkish EFL context. To this end, a database of 4-week of narrative data collected from 2 self-reported DMC cases was examined using inductive thematic analysis. The findings revealed 2 main factors that influence DMC processes: Classroom climate and exam pressure. Moreover, core characteristics of a DMC (goal-orientedness, a salient facilitative pathway and positive emotionality) were identified in the cases of participants. These findings not only add to literature that seeks evidence on the validity of DMCs, but also have implications for the scaffolding as well as the intentional generation of DMCs in instructed learning settings.