Nonlinear Dynamic Motivation-Oriented Learner-Centered L2 Classroom

Abstract

Both positive and negative aspects of teacher-learner relationships need to be addressed to provide a better picture of the actions and reactions between them. The present study focused on the negative aspects which serve to obstruct teachinglearning process in L2 classroom. To this end, 189 English as a foreign language (EFL) learners were consulted and interviewed concerning their attitudes towards the negative influence of some obstructive aspects of teacher-centered and testoriented EFL classrooms as well as the potential behind replacing such classes with nonlinear dynamic motivation-based learner-centered classrooms. The findings revealed that teacher-centered and test-oriented EFL classrooms are not only the cause of obstructive aspects of learning process, but also the main cause of quitting language learning and oppositional behavior among the academic EFL learners. The main implications of the study is the need for pedagogical reformations to create a learner-centered EFL classroom, where motivational factors of the learner as the main beneficiary of the EFL classroom are catered for and valued.

Psychological Reactance Management via Nonlinear Dynamic Motivation in Classroom and Telecollaborative Second Language Learning Contexts

“…Given the fact that restricting behavioral options can lead to preference for the restricted action (Laurin et al, 2013) and the fact that ignoring motivation or demotivation can negatively influence L2 teaching-learning (Chang, 2010;Dornyei & Ryan, 2015;Kikuchi, 2009;Kim, 2009;Oxford, 2017;Quoidbach, Mikolajczak, & Gross, 2015;Trang & Baldauf, 2007) the present study explored the impact of NDM in managing psychological reactance in three forms of incivility, resistance, and dissent. Given the significant relationship between NDM at individual level and creating a learner-friendly environment as reported by Bahari (2018d), the present study examined the potential behind NDM as a facilitator to deal with the challenges of reactance in L2 teaching context. A mixed methods approach was adopted to explore the possible relationship between NDM and L2 learner-teacher attitudes towards incivility prevention, resistance minimizing, and dissent management with a focus on three aspects:…”