Navigating the Flow: The Dynamic Nature of Language Learners’ Well-Being in Directed Motivational Currents

Abstract

Although directed motivational currents (DMCs) are typically associated with unusually high motivation and positive affect in the process of developing competence in an additional language (L+), recent research suggests that DMCs also involve negative emotional consequences that might pose risks to learners’ well-being. In order to address the lack of focused research on the dynamics of well-being within DMCs, this study utilized an exploratory, mixed-method design to investigate the well-being experiences of four L+ learners with active DMCs. The participants’ well-being trajectories were tracked over a 6-week period using graphs, revealing substantial variability and only short periods of stability. Data from weekly in-depth, semi-structured interviews were subjected to thematic analysis to identify the underlying causes of these shifts. The findings showed that increases and declines in the participants’ well-being were linked to a range of factors such as access to meaningful feedback, the quality of social relationships, and the adequacy of one's DMC facilitative framework. Based on the findings, we suggest strategies to help learners sustain their well-being during DMCs such as providing guidance on realistic goal-setting, tailoring study routines to the individual needs, managing negative emotions, and balancing DMC-related activities with other personally significant commitments.