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20230718T083020230718T1130Europe/Amsterdam[SYMP54] New perspectives for research using a Complex Dynamic Systems Theory approach to SLDHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Challenging conventions: retrodictive qualitative modelling as a methodology for complex dynamic systems theory research in third language development
Oral Presentation[SYMP54] New perspectives for research using a Complex Dynamic Systems Theory approach to SLD08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
This qualitative multiple case study explored the usage of a cutting-edge methodology, retrodictive qualitative modelling (RQM) (Dörnyei, 2014), in complex dynamic systems theory (CDST) research in Applied Linguistics. By tracing the motivational dynamics of four high-proficiency and low-proficiency Spanish major undergraduates, the study conceptualises third language motivation as a dynamic, idiosyncratic and context-sensitive construct. Data were collected from the participants' narrative accounts elicited from retrospective interviews about their past two-year third language learning history and real-time journals compiled over the eight-week study. In the paper, I critically discuss why RQM is innovative, how it functions in conducting research in a dynamic vein by illustrating a case study on third language learning motivation via this methodology, and its future potential. Findings demonstrated that the participants' motivation fluctuated dynamically throughout the learning process. Moreover, four motivational signature dynamics incorporating dynamic equilibrium, periodic loop, shift from one attractor state to another and a repetitive cycle were identified to reveal the intricacies of motivation, adding three original dynamic patterns to the existing literature. In this regard, the paper provides theoretical and methodological implications for future lines of CDST research in Applied Linguistics.
The revolutionary attempt to introduce complex dynamic systems theory (CDST) into the sphere of applied linguistics has shifted the conventional linear causal research paradigm into a nonlinear systems-level approach (Hiver, Hoorie & Larsen Freeman, 2022; Larsen-Freeman, 1997). The recent two decades have witnessed an increasing number of theoretical and empirical studies situated from a CDST perspective, particularly in language learning motivation (e.g., Dörnyei, MacIntyre, & Henry, 2015; Guo, Xu, & Xu, 2020). Nevertheless, the methodological exploration of CDST, a meta-theory derived from natural science, in applied linguistics research, particularly third language acquisition, still remains on the periphery of the field. Specifically, it is demanding to report the predictable aspects of complex dynamic systems as one of the key characteristics of the systems is unpredictability. To address this gap, this paper seeks to investigate retrodictive qualitative modelling (RQM), a ground-breaking method which reverses the traditional way to conduct research: it first examines the end-states and then traces back the developmental trajectories leading to these outcomes (Dörnyei, 2014). Starting with the methodological challenges in researching complex dynamic systems, I critically discuss why RQM is innovative, how it functions in conducting research in a dynamic vein by illustrating a case study on third language learning motivation via this methodology, and its future potential. In this sense, the paper provides empirical evidence and valuable insights for future lines of research. Furthermore, I advocate more original approaches to reconceptualise the dynamic, idiosyncratic and context-sensitive essence of Applied Linguistics and third language acquisition.
Sources/references: De Bot,K., Lowie, W., & Verspoor, M. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism: Language and Cognition, 10(1), 7-21. Dörnyei, Z. (2014). Researching complex dynamic systems: 'Retrodictive qualitative modelling' in the language classroom. Language Teaching, 47, 80-91. Dörnyei, Z., MacIntyre, P.D., & Henry, A. (2015). Motivational Dynamics in Language Learning. Bristol: Multilingual Matters. Guo, Y., Xu, J. F., & Xu, X. F. (2020). An investigation into EFL learners' motivational dynamics during a group communicative task: A classroom-based case study. System, 89. doi: 10.1016/j.system.2020.102214 Hiver, P., Al-Hoorie, A. & Larsen-Freeman, D. (2022). Toward a transdisciplinary integration of research purposes and methods for complex dynamic systems theory: beyond the quantitative-qualitative divide. International Review of Applied Linguistics in Language Teaching, 60(1), 7-22. https://doi.org/10.1515/iral-2021-0022 Larsen-Freeman, D. (2012). Complex, dynamic systems: A new transdisciplinary theme for applied linguistics? Language Teaching, 45, 202-214. Larsen-Freeman, D., & Cameron, L. (2008) Complex systems and applied linguistics. Oxford: Oxford University Press. Lasagabaster, D. (2017). Pondering motivational ups and downs throughout a two-month period: A complex dynamic system perspective. Innovation in language learning and teaching, 11(2), 109-127. Pawlak, M. (2012). The dynamic nature of motivation in language learning: A classroom perspective. Studies in Second Language Learning and Teaching, 2, 249-278. Waninge, F., Dörnyei, Z., & De Bot, K. (2014). Motivational dynamics in language learning: Change, stability and context. Modern Language Journal,98(3), 704-723.
Latent Growth Curve Modeling: An Emerging CDST-compatible Method in Response to the Generalizability Concern about CDST-Inspired Research
Oral Presentation[SYMP54] New perspectives for research using a Complex Dynamic Systems Theory approach to SLD08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
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Latent Growth Curve Modeling: An Emerging CDST-compatible Method in Response to the Generalizability Concern about CDST-Inspired Research With the establishment of Complex dynamic systems theory (CDST) in the field of second language question (SLA), some innovative research methods for the exploration and examination of second language development across time have been developed. However, most of these methods have been mainly limited to the idiographic domain and have addressed the WHAT in the exploration of the developmental processes of language development. Thus, they have been criticized for their lack of consistency with the nomothetic principles with an emphasis of the falsifiability of hypotheses and generalizations from samples to populations. One innovative CDST compatible method which can build a compromise between the idiographic and nomothetic principles of research, and provide a response to some points of criticism on CDST-oriented research, is latent growth curve modeling (LGCM). In our contribution to the current symposium, we argue how LGCM can enable us to both explore the intra- and inter-individual process of SLD across time and at the same time examine the falsifiability of research hypotheses and the generalizability of the SLD. Also, we discuss the implications of the application of LGCM for the future of CDST realm of research on SLD. Keywords: CDST, generalizability, hypothesis falsifiability, latent growth curve modeling, SLD
Bibliography:
Majid Elahi Shirvan is currently an associate professor of TEFL at University of Bojnord. His main research interest is CDST-inspired research on the psychology of second language learning and teaching. He has published in several leading journals in the field of SLA such as Journal of Multilingual and Multicultural Development, Studies in Second Language Acquisition, System, International Journal of Bilingual Education and Bilingualism, and Teaching in Higher Education.
Tahereh Taherian is currently a visiting scholar at the faculty of arts, University of Groningen. Her main research interest is CDST-inspired research on the psychology of second language learning and teaching. She has published in several high-ranking journals in the field of applied linguistics such as Journal of Multilingual and Multicultural Development, Studies in Second Language Acquisition, and International Journal of Bilingual Education and Bilingualism.
Integrating suddengains as a measure of phase shift in a CDST approach to L2 academic writing
Oral Presentation[SYMP54] New perspectives for research using a Complex Dynamic Systems Theory approach to SLD08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
Phase shift is a key concept in development in CDST, for which change points can be a favorable sign. However, phase shifts remain elusive in L2 writing research due to a lack of sufficiently dense data to detect them and a lack of recognition when they occur. Moreover, even if they are detected by means of the available methods in CDST, the time span needs to be a matter of at least half a year, which limits its applicability to curricular contexts which last for only a semester of about 12 weeks. this paper uses the R package of suddengains to complement current methods. Sudden gains have first been introduced in psychotherapy as large and stable improvements in an outcome variable between consecutive measurements, which is readily applicable to curricular contexts due to the similarity between a class session and a psychological intervention The software is used to detect measure of elements of academic literacy such as functional adequacy and coherence, associate the change point with pregain changes in the students' awareness and knowledge, and the aftergain boost of motivation levels. The replicable method intends to enhance the falsifiability and generalizability of individual changes and attribution of causality.
Phase shift is a key concept in development in CDST, for which change points can be a favorable sign. However, phase shifts remain elusive in L2 writing research due to a lack of sufficiently dense data to detect them and a lack of recognition when they occur. Moreover, even if they are detected by means of the available methods in CDST, the time span needs to be a matter of at least half a year, which limits its applicability to curricular contexts which last for only a semester of about 12 weeks. this paper uses the R package of suddengains to complement current methods. Sudden gains have first been introduced in psychotherapy as large and stable improvements in an outcome variable between consecutive measurements, which is readily applicable to curricular contexts due to the similarity between a class session and a psychological intervention The software is used to detect measure of elements of academic literacy such as functional adequacy and coherence, associate the change point with pregain changes in the students' awareness and knowledge, and the aftergain boost of motivation levels. The replicable method intends to enhance the falsifiability and generalizability of individual changes and attribution of causality.
Configurations, Stability and Implications of Chinese EFL Learners’ Motivation Profiles: A Latent Transition Analysis
Oral Presentation[SYMP54] New perspectives for research using a Complex Dynamic Systems Theory approach to SLD08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
Guided by the L2 Motivation Self System framework and a holistic person-centred approach to L2 motivation, the present study addresses two underexplored issues-how L2 motivational patterns form and how the patterns operate and function over time. Data were collected from 125 college-level Chinese EFL learners, with a questionnaire distributed twice across a five-month period. We performed a novel latent transition analysis (LTA) on the questionnaire data, which identified four distinct, but meaningfully interpretable, patterns as motivation profiles, each configured by a distinct combination of a set of motivational components. We further explored the within-person stability and the within-sample stability of the motivation profiles established, with a view to modeling the dynamic processes in motivational patterns that occur over time. Results provided important insights into the coordination dynamics of the motivation system, and also helped to clarify whether these motivation profiles reflect some relatively stable phenomena useful for the design and implementation of in-class interventions.
The learning and acquisition of a second and foreign language (L2)cannot take place unless the educational environment affords sufficient inspiration and support to stimulate learners' sustained learning motivation (Dörnyei & Muir, 2019), as evident in past decades of motivation research. Previous research has also revealed that L2 motivation is a dynamic construct, malleable contingent upon spatial-temporal contexts, and that, due to its multifaceted nature, learners' motivation often changes in a complicated manner, rather than showing a mere increase or decrease in motivation levels (Papi & Hiver, 2020; Waninge, Dörnyei, & de Bot, 2014). Embracing this complex and dynamic view of L2 motivation, the present study is intended to further scrutinize whether there exist patterned outcomes of L2 motivation that transcend the motivational complexity and dynamics, how the motivation patterns (if any) are constructed from a set of different components, and how the patterns operate and function over time. Our motivation to do so is three-fold: first, L2 motivation research is currently undergoing a shift in paradigm, starting to explore motivational patterns (also as motivation profiles) configured by distinct combinations of different motivational components. By taking such a holistic approach, the interconnectedness of these components is increasingly revealed, shedding important light on how different motivational components work together to shape learners' motivated behaviors and jointly serve as "functionally useful units" in the language learning process (Chan, Dörnyei, & Henry, 2015, p. 239; see also Dörnyei, 2019; Papi & Hiver, 2020). Second, methodological improvement and innovation in line with this paradigm-shifting are also occurring in the field (Al-Hoorie, Oga-Baldwin et al., 2022). New methods such as growth mixture modeling (GMM) have been adopted to identify salient motivation trajectories (i.e., showing distinct developmental trends) (Authors, 2022), which increase the detail and understanding of how language learners' motivation develops and changes over time. Third and also of pedagogical importance, the identification of typical motivational patterns and the establishment of multivariate motivation profiles can be capitalized for developing classroom intervention techniques (Morin, Arens, & Marsh, 2016). The present study, guided by a holistic person-centred perspective, applies a latent transition analysis (LTA) method to identify distinct, but meaningfully interpretable, configurations of a set of motivational components as motivation profiles among 125 Chinese EFL learners, and examine the within-sample stability and within-person stability of thesemotivation profiles over a period of five months. In doing so, the study contributes to theory and research in different ways. First, it generates new insights into the nature and mechanism of learner motivation with the identification of distinct motivation profiles which meaningfully accommodate the adaptive interactions of different motives. More importantly, it addresses a less-touched issue regarding the stability of the motivation profiles established, focusing on both the within-person stability and the within-sample stability (Gillet, Morin, & Reeve, 2017). A systematic examination of the stability of the motivation profiles can help to clarify whether these profiles reflect some relatively stable phenomena that can be used to guide in-class interventions.