Motivational Change in EFL Students before and after Entering College: A Complex Dynamic Systems Perspective

Objective: Motivation is not a stable individual difference variable; it changes over time and space. This study investigated changes in motivation among four college students studying English as a Foreign Language (EFL) from a complex dynamic systems (CDS) perspective. It examined how internal factors, immediate learning contexts, and socio-cultural and familial influences impact students’ motivation. Methods: Motivation evolution was assessed through semi-structured interviews, classroom observations, and document analysis. Biweekly interviews were recorded, transcribed, and confirmed by participants. Classroom engagement was compared with interview statements. Additional data included learning journals and exam scores. Hermeneutic and textual data analysis were used to identify keywords and themes, and to assess the impact of factors before and after the university entrance exam. Results: Learners’ motivational paths exhibited significant diversity and context dependence, especially in the absence of strong attractors. These changes were influenced by the interplay between internal factors and immediate learning contexts. Socio-cultural and familial factors also significantly impacted students’ motivation at different stages of their learning journey. This study underscores the critical role of the Chinese Imperative, a cultural phenomenon that profoundly affects L2 motivation both explicitly and implicitly. It shapes learners’ motivation and drives towards mastering English, evident in both overt demands and subtle influences on their outlook and commitment to language learning endeavors. Conclusion: This diversity in motivation was attributed to various personal, socio-cultural, and contextual factors that influenced each learner differently. In particular, the Chinese Imperative was found to exert a salient impact. Based on these findings, the study offered suggestions for pedagogical practices aimed at nurturing and sustaining learner motivation, emphasizing the need for tailored approaches that consider these factors.