Understanding the role of personality in explaining L2 learners' DMC disposition

Sak M.

FOREIGN LANGUAGE ANNALS, vol.54, no.2, pp.429-451, 2021 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 54 Issue: 2
  • Publication Date: 2021
  • Doi Number: 10.1111/flan.12524
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Periodicals Index Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Index Islamicus, Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, DIALNET
  • Page Numbers: pp.429-451
  • Keywords: directed motivational currents, motivation, personality, vision, ACADEMIC-SUCCESS, MOTIVATION, STUDENTS, FLOW
  • TED University Affiliated: Yes


Recent years have seen a growing research interest in the notion of directed motivational currents (DMCs) that defines highly intense motivational surges oriented to a much-desired goal of personal significance. However, the learner characteristics that induce individual-level variability in DMCs have yet to be explored. In particular, the role of personality in explaining variations in the DMC disposition remains empirically unresolved. The current study addresses this gap by looking at whether the five-factor model (FFM) personality traits help explain variations in the DMC disposition among 172 Turkish undergraduate students majoring in teaching English as a foreign language (EFL) at a state university in Turkey. Data were gathered using the 50-item version of International Personality Item Pool (IPIP) and the 12-item DMC Disposition Scale. Multiple linear regression analysis showed that personality traits significantly predicted variability in the DMC disposition, together accounting for 42% of the variance. Conscientiousness and extraversion appeared as the strongest predictors. The findings in general bring preliminary insights into the learner characteristics that underlie individual-level variability in DMCs, as well as having implications in particular for facilitating individual-level DMC practices in the context of second/foreign language (L2) learning.