Though research into the dynamic nature of motivation has gained momentum, there are still some aspects of the issue which are in need of further scrutiny. One such under-researched area is the effect of different learning modules on the direction and pattern of motivational changes, particularly in virtual learning environments. Informed by this gap, the current study explored how EFL learners’ motivation fluctuates based on different learning modules. In so doing, the participants were selected from institute, high school and university contexts. Thus, a major objective of the study was probing the differences among the three contexts as regards motivational fluctuations caused by involvement with different lesson modules. Motometer was utilized as the main means of data collection. Also, in an attempt to triangulate the data collection procedure, retrospective thinking was employed following the collection of Motometer data. Based on the findings, for institute learners, the mid-time of their performance process was the peak motivation time. Furthermore, it was found that the learners experienced more motivation on the activities included in the oral module as opposed to reading activities. Conversely, high school students reached higher levels of motivation on the reading module as opposed to speaking and listening sections. Finally, although significant differences were identified between the institute and school settings concerning mean motivational values for oral modules, no significant difference was observed among the patterns of motivational fluctuations occurring for institute, high school and university students on reading module. The implications of the findings are discussed throughout the paper.
Sehat et al. (Sun,) studied this question.