The idiodynamic method: A practical guide for researchers

MacIntyre, Peter D.; Ducker, Nathan

doi:10.1016/j.rmal.2022.100007

Cited by 21 publications

(13 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Finally, as the latest work of research on idiodynamic method and L2 affective variables, MacIntyre and Ducker (2022) provided a practical guide to the use of idiodynamic method in SLA research. These researchers explained why this method was strongly needed in SLA research to provide a more holistic image of the inherent complexity of language learners individually.…”

Section: Review Of Idiodynamic Methods In L2 Affective Factorsmentioning

confidence: 99%

“…These researchers explained why this method was strongly needed in SLA research to provide a more holistic image of the inherent complexity of language learners individually. MacIntyre and Ducker (2022) emphasized on the advantages of using the idiodynamic approach to explore language learners’ emotions and provided some examples from the existing literature to further elucidate the procedures involved.…”

Section: Review Of Idiodynamic Methods In L2 Affective Factorsmentioning

confidence: 99%

See 1 more Smart Citation

A review of the idiodynamic method as an emerging research method for the investigation of affective variables in second language acquisition

2022

Front. Psychol.

View full text Add to dashboard Cite

Recent years have witnessed the influence of the complex dynamic systems theory (CDST) in the field of second language acquisition (SLA). Thus, new research methods have also been introduced to meet the requirements of investigating the dynamic nature of learner-related factors including L2 affective variables. Among the innovative quantitative research methods which is compatible with the CDST is the idiodynamic method, the application of which is on the rise in SLA research. In this paper, an overall introduction to the idiodynamic method is presented first, followed by a review of the existing literature in SLA studies. Then, it is discussed why this innovative research method is suitable to investigate the dynamic nature of L2 learners’ affective variables in the complex network of classroom learning. Also, several relevant research questions that can potentially be formulated and answered using the idiodynamic method are discussed. The paper ends with conclusive remarks on the need for more extensive use of innovative CDST-compatible research methods such as the idiodynamic method in the prospective SLA line of inquiry.

show abstract

Section: Review Of Idiodynamic Methods In L2 Affective Factorsmentioning

confidence: 99%

Section: Review Of Idiodynamic Methods In L2 Affective Factorsmentioning

confidence: 99%

A review of the idiodynamic method as an emerging research method for the investigation of affective variables in second language acquisition

2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Immediately following the task, the participant watched his/her task performance video and rated their anxiety on a per-second basis using idiodynamic software (for a detailed description of the idiodynamic method, see MacIntyre and Ducker, 2022 ). The software played the video and simultaneously collected participants’ ratings by recording clicks from a computer mouse.…”

Section: Methodsmentioning

confidence: 99%

“…Thus, task-based research has largely ignored the substantial within-person variation in emotion levels that occur during a task. Filling this gap, researchers in L2 psychology have developed new methods which aim to describe “the complex intraindividual emotional reactions and changes in self-perception, not group averages, that occur during brief episodes… of L2 communication” ( MacIntyre and Ducker, 2022 , p. 1). These studies employ the idiodynamic method, which involves recording an episode of task communication, having participants repeatedly rate affective states on a per-second basis using computer software while watching their recorded performance, and conducting a stimulated recall with participants to elicit reasons for changes in ratings.…”

Section: Literature Reviewmentioning

confidence: 99%

“…To address this issue, the current study uses the idiodynamic approach ( MacIntyre and Ducker, 2022 ) to examine the relationship between anxiety, enjoyment and breakdown fluency (average length of pausing) during monolog L2 speaking tasks. This relationship is explored by dividing participants’ monolog task performances into short, segmented units of speech, establishing per-person correlations between the two emotion variables and breakdown fluency, and exploring reasons behind momentary or prolonged changes in enjoyment and anxiety during task performances.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The relationship between anxiety, enjoyment, and breakdown fluency during second language speaking tasks: An idiodynamic investigation

Aubrey

2022

Front. Psychol.

View full text Add to dashboard Cite

Research has found that levels of enjoyment and anxiety fluctuate on a moment-to-moment timescale during second language (L2) spoken task performances as learners attempt to cope with various communication challenges. For L2 speakers, surges in these emotions can limit or expand cognitive resources, affecting speech processing capability. However, at an intra-individual level, there is very little empirical evidence on how emotions and fluency are related during L2 spoken task performances. The present study uses the idiodynamic approach to examine the relationship between enjoyment, anxiety, and breakdown fluency (i.e., average length of pauses) during monolog tasks performed by university students who use English as an L2. After watching a video recording of their task performances, participants rated their anxiety and emotion levels on a per-second basis. Immediately after, they were interviewed about their attributions for fluctuations in their ratings. After segmenting task performances into 26 7-s segments of speech, per-person correlations revealed that (1) the (negative) relationship between anxiety and enjoyment varied from strong to very weak, and (2) the (positive) relationship between anxiety and breakdown fluency was much stronger than the (negative) relationship between enjoyment and breakdown fluency. Triangulation of anxiety and enjoyment ratings, stimulated recall interviews, and performance data led to the identification of four categories of factors that influenced the emotion-fluency relationship: task design factors (task structure, task topic), task implementation factors (pre-task planning, task time limits), cognitive-linguistic factors (momentary breakdowns in conceptualization and formulation speech processes), and achievement outcome factors (self-evaluations of appropriate and inappropriate language used).

show abstract

Complex Dynamic Systems Theory and Language Anxiety

Piniel

2024

Second Language Learning and Teaching

View full text Add to dashboard Cite

The idiodynamic method: A practical guide for researchers

Cited by 21 publications

References 19 publications

A review of the idiodynamic method as an emerging research method for the investigation of affective variables in second language acquisition

A review of the idiodynamic method as an emerging research method for the investigation of affective variables in second language acquisition

The relationship between anxiety, enjoyment, and breakdown fluency during second language speaking tasks: An idiodynamic investigation

Complex Dynamic Systems Theory and Language Anxiety

Contact Info

Product

Resources

About