The book presents theoretical considerations as well as the results of empirical research on the existence of directed motivational current (DMC) experiences among Iranian English as a foreign language (EFL) learners in order to provide insights into how a DMC is triggered and launched, and to explore whether the key characteristics of DMCs could be detected in language learners' experiences in Iran. Although Dörnyei et al. (2016) claimed that language learners who experience a DMC may have an amalgamation of several positive emotions, they did not present any evidence of whether these feelings exert any impact on learners' willingness to take part in language learning situations (willingness to communicate (WTC)), their confidence to use their L2, their self-perceptions, and the extent to which they independently try to learn English inside and outside the classroom context (language learner autonomy). This book extensively studies DMCs in an EFL setting and examines how such experiences affect language learners' WTC, self-concept, language learner autonomy, and self-confidence.

Includes an extensive qualitative analysis of motivational current in an L2 Presents a validation study of the directed motivational currents (DMCs) construct in an English as a foreign language (EFL) context Offers new insights and ideas on the concept of DMCs Examines the effect of experiencing a DMC on willingness to communicate (WTC) Analyzes the effect of experiences on the self and autonomy Investigates the links between linguistic self-confidence and DMCs

Inhalt
Introduction.- Directed Motivational Currents (DMCs).- Willingness to Communicate (WTC).- Language Learner Autonomy, Self-Confidence, Self-Concept.- Methodology.- Results.- Conclusion.