Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl


2017 | 23 | 135-149

Article title

Rozważania o zmiennym charakterze motywacji na lekcji języka angielskiego jako obcego wśród uczniów szkoły ponadgimnazjalnej


Title variants

A handful of reflections on motivational changes among EFL senior high school students

Languages of publication



The present paper aims to examine the patterns of motivational variability in a group of 11 EFL senior high school students. It consists of two, theoretical and empirical, parts, the first of which will concentrate on motivation as seen through the lens of D. Larsen-Freeman’s Complex Dynamic Systems Theory and on an overview of research into motivation conducted in light of the said theory. As regards the second part of the paper, it is meant to discuss the results obtained from a six-month-long quantitative study of changes in the subjects’ levels of motivation during the EFL lessons. Data gathering tools included a general questionnaire referring to motivation, motivational grids and evaluation sheets.







Physical description




  • Uniwersytet Zielonogórski
  • Uniwersytet Zielonogórski


  • Ahmed, W./ G. Van der Werf/ A. Minnaert/ H. Kuyper (2011), Students’ daily emotions in the classroom: Intra-individual variability and appraisal correlates, (w:) „British Journal of Educational Psychology” 80, 583–597.
  • Ajibade, Y./ K. Ndububa (2008), Effects of word games, culturally relevant songs, and stories on students’ motivation in a Nigerian English language class, (w): „TESL Canada Journal/ Revue TESL de Canada” 25 (2), 27–48.
  • Ausubel, D.P. (1968), Educational Psychology: A Cognitive View. New York: Holt, Rinehart and Winston.
  • Brown, H.D. (1994), Teaching by Principles: An Interactive Approach to Language Pedagogy. Upper Saddle River, NJ.
  • Chambers, G.N. (1999), Motivating Language Learners. Clevedon, UK.
  • Chen, J.F./ C.A. Warden/ H.T. Chang (2005), Motivators that do not motivate: The case of Chinese EFL learners and the influence of culture on motivation, (w:) „TESOL Quarterly” 39 (4), 609–633.
  • Csizér, K./ J. Kormos (2009), Learning experiences, selves and motivated learning behavior: A comparative analysis of structural models for Hungarian secondary and university learners of English, (w:) Z. Dörnyei/ E. Ushioda (red.), Motivation, Language, Identity and the L2 Self. Bristol, 98–119.
  • De Bot, K./ W. Lowie/ M. Verspoor (2007), A dynamic systems theory approach to second language acquisition, (w:) „Bilingualism: Language and Cognition” 10, 7–21.
  • Dörnyei, Z. (2007), Research Methods in Applied Linguistics. Oxford.
  • Dörnyei, Z. (2009a), Individual differences: Interplay of learner characteristics and learning environment, (w:) „Language Learning” 59, 230–248.
  • Dörnyei, Z. (2009b), The Psychology of Second Language Acquisition. Oxford.
  • Dörnyei, Z./ I. Ottó (1998), Motivation in action: A process model of L2 motivation, (w:) „Working Papers in Applied Linguistics (Thames Valley University, London)” 4, 43–69.
  • Dörnyei, Z./ K. Csizér/ N. Németh (2006), Motivation, Language Attitudes and Globalisation: A Hungarian Perspective. Clevedon, UK.
  • Egbert, J. (2003), A study of flow theory in the foreign language classroom, (w:) „The Modern Language Journal” 87, 499–518.
  • Feng, R./ H. Chen (2009), An analysis on the importance of motivation and strategy in postgraduates English acquisition, (w:) „English Language Teaching” 2 (3), 93–97.
  • Gardner, R. C. (1985), Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London.
  • Gardner, R.C./ W.E. Lambert (1959), Motivational variables in second–language acquisition, (w:) „Canadian Journal of Psychology” 13 (4), 266–272.
  • Guilloteax, M.J./ Z. Dörnyei (2008), Motivating language learners: A classroom–oriented investigation of the effects of motivational strategies on student motivation, (w:) „TESOL Quarterly” 42 (1), 55–77.
  • Henry, A. (2015), The dynamics of L3 motivation: A longitudinal interview/observation-based study, (w:) Z. Dörnyei/ P.D. MacIntyre/ A. Henry (red.), Motivational Dynamics in Language Learning. Bristol, 315–342.
  • Hotho, S. (2000), “Same” or “different”? A comparative examination of classroom factors in second language settings, (w:) „Foreign Language Annals” 33, 320–329.
  • Julkunen, K. (2001), Situation and task specific motivation in foreign language learning, (w:) Z. Dörnyei/ R. Schmidt (red.), Motivation and Second Language Acquisition. Honolulu, HI, 29–43.
  • Kruk, M. (2016), Temporal fluctuations in foreign language motivation: Results from a longitudinal study, (w:) „Iranian Journal of Language Teaching Research” 4 (2), 1–17.
  • Larsen-Freeman, D. (1997), Chaos/complexity science and second language acquisition, (w:) „Applied Linguistics” 18, 140–164.
  • Larsen-Freeman, D. (2016), Classroom-oriented research from a complex systems perspective, (w:) „Studies in Second Language Learning and Teaching” 6 (3), 377–393.
  • Lindgren, E./ C. Muñoz (2013), The influence of exposure, parents, and linguistic distance on young European learners’ foreign language comprehension, (w:) „International Journal of Multilingualism” 10, 105–129.
  • Liu, M. (2007), Chinese students’ motivation to learn English at the tertiary level, (w:) „Asian EFL Journal” 9 (1), 126–146.
  • Maslow, A. (1970), Motivation and Personality. New York.
  • MacIntyre, P.D. (1995), How does anxiety affect second language learning? A reply to Sparks and Ganschow, (w:) „The Modern Language Journal” 79, 90–99.
  • Melendy, G.A. (2008), Motivating writers: The power of choice, (w:) „Asian EFL Journal” 10 (3), 187–198.
  • Mercer, S. (2011), Language learner self-concept: Complexity, continuity and change, (w:) „System” 39, 335–346.
  • Pawlak, M. (2012), The dynamic nature of motivation in language learning, (w:) „Studies in Second Language Learning and Teaching” 2, 249–278.
  • Pawlak, M./ A. Mystkowska-Wiertelak/ J. Bielak (2014), Another look at temporal variation in language learning motivation: Results of a study, (w:) M. Pawlak/L. Aronin (red.), Essential Topics in Applied Linguistics and Bilingualism: Studies in Honor of David Singleton. Heidelberg-New York, 89–109.
  • Rahman, S. (2005), Orientations and motivation in English language learning: A study of Bangladeshi students at undergraduate level, (w:) „Asian EFL Journal” 7 (1), 1–25.
  • Ryan, S. (2005), Motivational Factors Questionnaire. Nottingham.
  • Scherer, K.R. (1993), Plato’s legacy: Relationships between cognition, emotion, and motivation. Paper presented at the Société Psychologique de Québec. Québec, Canada.
  • Schumann, J. (1990), Extending the scope of the acculturation/pidginization model to include cognition, (w:) „TESOL Quarterly” 24, 667–684.
  • Taguchi, T./ M. Magid/ M. Papi (2009), The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study, (w:) Z. Dörnyei/ E. Ushioda (red.), Motivation, Language Identity and the L2 Self. Bristol, 66–97.
  • Tam, F.W.-M. (2009), Motivation in learning a second language: Exploring the contributions of family and classroom processes, (w:) „The Alberta Journal of Educational Research” 55, 73–91.
  • Ushioda, E. (2009), A person-in-context relational view of emergent motivation, self and identity, (w:) Z. Dörnyei/ E. Ushioda (red.), Motivation, Language Identity and the L2 Self. Bristol, 215–228.
  • Verspoor, M./ W. Lowie/ M. Van Dijk (2008), Variability in second language development from a dynamic systems perspective, (w:) „The Modern Language Journal” 92, 214–231.
  • Waninge, F./ Z. Dörnyei/ K. de Bot (2014), Motivational dynamics in language learning: Change, stability, and context, (w:) „The Modern Language Journal” 98 (3), 704–723.
  • Wei, M. (2007), The interrelatedness of affective factors in EFL learning: An examination of motivational patterns in relation to anxiety in China, (w:) „TESL–EJ” 11 (1), 1–23.
  • Williams, M./ R. Burden (1997), Psychology for Language Teachers: A Social Constructivist Approach. Cambridge.
  • Woodrow, L. (2006), Anxiety and speaking English as a second language, (w:) „Regional Language Centre Journal” 37 (3), 308–328.
  • Wu, W.C.V./ P.H.N. Wu (2008), Creating an authentic EFL learning environment to enhance student motivation to study English, (w:) „Asian EFL Journal” 10 (4), 211–226.
  • Yihong, G./ Z. Yuan/ C. Ying/ Z. Yan (2007), Relationship between English learning motivation types and self-identity changes among Chinese students, (w:) „TESOL Quarterly” 41 (1), 133–155.

Document Type

Publication order reference



YADDA identifier

JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.