A Group-Directed Motivational Current Within an EFL Higher Education Context in Saudi Arabia: A Case Study
Keywords:academic writing, blended learning, Directed Motivational Currents, EFL, higher education
The study investigates the use of a Directed Motivational Current (DMC) framework in a Saudi Arabian English as a foreign language (EFL) context. It explores the development and induction of a DMC in a higher education blended learning environment. It is based on a constructivist, descriptive, longitudinal case study. Data were gathered from female students enrolled in an English language master’s program and encompassed three data sources: weekly student diaries, a focus group, and an online follow-up survey. The results reveal that the motivational behavior experienced by the students was linked to long-term identity goals, a prominent facilitative structure, and the generation of positive emotionality. The study emphasizes the importance of structuring engaging and autonomous learning environments that promote strong social well-being, clear group vision, and L2 competence. It also found that multiple initial triggering stimuli can provide the impetus to help ignite a group-DMC. The evidence also suggests a need for teacher-initiated re-triggers such as the use of games throughout the project as they create motivationally enhanced eudaimonic sensations that help sustain a DMC and enable the success of a project. The research highlights the educational value of using a DMC in EFL learning environments.
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