This book attempts to demystify concerns surrounding a novel motivational construct known as a Directed Motivational Current. The study aimed at exploring whether a high sense of efficacy may support a person in transforming short-spanned motivational episodes into longitudinal engagement typical for the DMC framework. To this end, a sequential exploratory mixed methodology was used. Subsequently, a link between well-anchored efficacy beliefs and the rate at which DMCs occur was indeed discovered. This was further reinforced by the outcomes of personalised interviews. Eventually, the research yielded several noteworthy conclusions, including the fact that imbuing the DMC structure with elements of efficacy building may lead to long-term, sustained behaviour in a foreign language classroom.
CHAPTER V Inducing a DMC at the classroom level through efficacy building techniques
Following the quantitative and qualitative analyses conducted in the former parts of the present research endeavour, the next logical step would be to utilise the insights we have gained in an even more empirical fashion. Bearing in mind the volume of conceptual similarities shared by the notion of personal agency and the motivational framework created by Dörnyei and his colleagues, the most pivotal objective of the thesis was to devise an experimental DMC structure imbued with elements of self-efficacy that could, potentially, be used to the benefit of learners of English as a foreign language. The chapter below is therefore dedicated to the discussion upon the components of the framework that was designed specifically for the purpose of the present examination as well as presenting the results that emerged in due course. Furthermore, recent attempts in this regard are briefly discussed with the sole aim of presenting the reader with a concise overview of the current state of research regarding the DMC phenomenon.
5.1. Introduction and rationale for the experiment
As previously discussed, the impact of high efficacy beliefs on accomplishment within a language learning setting has been well investigated; at the other end of the spectrum, the cases of practical implementation of the DMC theory within a language classroom are currently scarce due to the recent nature of the development of the concept. This novel strand in the L2 motivational field has only recently been identified as a phenomenon of particular intensity...
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