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Contents

Figures and Tables

Acknowledgements

Preface

Part 1: Introducing DMCs and Intensive Group Projects

1 Key Threads in the Field of L2 Motivation Research and the Emergence of Directed Motivational Currents

From Macro to Micro Perspectives: Unavoidable Complexity

Changing Methodological Priorities and Perspectives

Possible Selves, the L2 Motivational Self System and Vision

Language Learner Self-concept

Language Learner Emotions

Group-level Investigation: Motivation, Agency, Affect and Flow

The Emergence and the Significance of Directed Motivational Currents

Conclusion

2 What Exactly is a DMC? Key Definitions and Core Characteristics

(1) Goal Orientedness

(2) The Launch of a DMC

(3) DMC Structure

(4) Positive Emotional Loading

(5) The End of DMCs

Conclusion

3 DMCs in the L2 Classroom: Group DMCs and Intensive Group Projects (‘with DMC Potential’)

Projects in the L2 Classroom

How Do Projects Align with Other Pedagogical Approaches in SLA?

Introducing Group DMCs: Designing Projects ‘with DMC Potential’ for the L2 Classroom

Conclusion

Part 1 Summary: Next Steps for DMC Research

Next Steps for DMC Research

Key Contributions of this Book

Part 2: DMCs Worldwide

4 Part 2 Methodology

Development of the DMC Disposition Questionnaire

Piloting the DMC Disposition Questionnaire

Procedure

Participants

Data Analysis

Conclusion

5 Investigating the Wider Relevance and Recognisability of DMCs

First Look Results

Identifying DMCs in the Dataset

Creating a Composite DMC Disposition Scale

Interrogating the DMC Group: Comparisons with the General Long-term Motivation Group

Interim Summary: What Do We Know So Far?

A Closer Look at the DMC Group: Who Experienced DMCs?

DMCs and Language Learning

Conclusion

6 Exploring Commonly Reported Triggers and the Experience of DMCs

Investigating Commonly Reported Triggers

Reasons for or Against Wanting to Repeat the Experience

Conclusion

Part 2 Summary: Key Findings, Limitations and Pedagogical Implications

Summary of Findings

Methodological Decisions and Limitations

Pedagogical Implications

Concluding Thoughts

Part 3: From Theory to Application: Group DMCs in the L2 Classroom

7 Part 3 Methodology

Participants

Instruments

Procedure

Data Analysis

Conclusion

8 Group DMC Emergence: Assessing the Evidence

Was the Intervention Successful in Facilitating a Group DMC?

Interim Summary: A Group DMC Emerged!

Benefits to Language Learning

How Did these Benefits Come About?

Conclusion

9 Intensive Group Projects ‘with DMC Potential’: Refining the Key Criteria for Success

‘All Eyes on the Final Product’: Key Criteria for Success

Conclusion

Part 3 Summary: Key Findings, Limitations and Pedagogical Implications

Summary of Findings

Methodological Decisions and Limitations

Pedagogical Implications

Concluding Thoughts

Part 4: The Future of DMC Research

10 Revisiting the Seven Frameworks for Focused Interventions and the Future of DMC Research

Revisiting the Seven Frameworks for Focused Interventions

Study Abroad

Longer-term Effects of Study Abroad Experiences

Longer-term Effects of DMC Experiences?

Key Contributions of this Book

The Future of DMC Research

Conclusion

Afterword

Some Practical Advice

Useful Websites

Researching Projects ‘with DMC potential’ (A Guide to the Appendices)

Appendix 1: Full Questionnaire with Response/Routing Options

Appendix 2: Student Diary Template and a Sample Completed Page

Appendix 3: Teacher Journal Template and a Sample Completed Page

Appendix 4: Traditional School Timetable and the Timetable for Week 1 of the Project

Appendix 5: Project Framework

References