Volume 29, Issue 5, 2020
DOI: 10.24205/03276716.2020.1049
Exploring L2 Motivational Psychology among Chinese Tertiary EFL Learners from a DMCs Perspective
Abstract
Directed Motivational Currents (DMCs) are the latest development in second language (L2) motivation introduced by Muir & Dörnyei (2013). Due to its novelty and innovative nature, this concept needs more empirical evidence in wider contexts. Therefore, this study aims to examine the features of L2 motivation among Chinese tertiary English as a foreign language (EFL) learners from the DMCs perspective. Data were collected by means of a questionnaire survey. The quantitative data were analyzed by descriptive and inferential techniques. The quantitative results revealed that the participants experienced DMCs in their English language study. Besides, factor analysis yielded four features that consist of the participants’ DMCs, namely, vision-orientedness, salient facilitative structure, participant ownership, and positive emotionality. This study confirmed the validity of DMCs in an EFL context and lent support to the pivotal role of the four components proposed in previous studies in L2 learning. The findings of this study have pedagogical implications for L2 learning and teaching in EFL contexts.
Keywords
L2 Motivation; Directed Motivational Currents; Chinese EFL learners