Motivational Fluctuations in Virtual Learning Environments: A Time-Interval Perspective (Research Paper)

Abstract: Once perceived as a static entity, motivation is now regarded as an ever-changing dynamic construct which is constantly in a state of flux. Though recent years have witnessed an outgrowth of research on the nature of motivational fluctuations in language classes and different factors underlying such changes, it seems that scant research has tried to address the issue in online classes. Thus, informed by this gap, the researchers in the current study sought to find out how Iranian EFL learners’ motivation might fluctuate during different time intervals through the experience of online learning. In so doing, three different contexts of learning were explored, namely institute, high school and university settings. A total of thirty-four learners were selected from these three learning contexts. To gather data, the researchers made use of Motometers and retrospective thinking procedure. As the results indicated, different patterns of motivational fluctuations were identified for institute, high school and university students throughout different time intervals within a single session. Also, as the findings helped reveal, the mean motivational levels for university students were the highest, followed by institute learners and then high school students. The study findings offer fruitful implications for school and institute teachers and learners, as well as university professors and students, particularly as regards paying increased attention towards the oscillating nature of learners’ motivation.

کلیدواژه ها:

Learning Context Differences ، Motivational Fluctuations ، Motometer ، Time-interval ، Virtual Learning