Pondering the Dynamicity of tertiary level EFL Learners’ Motivation and Emotion and the Determinants of their Dynamicity with a special emphasis on Directed Motivational Currents (DMCs)*

This research holds substantial scholarly importance in understanding the intricate interplay between EFL learners' motivation and emotion. Utilizing a complex dynamic systems framework, this research systematically investigates the fluctuation patterns and factors that influence variations in motivation and emotion within the tertiary educational context. By using Retrodictive Qualitative Modelling (Dörnyei, 2014), this study identified eight distinct EFL learner archetypes. The data collected through as motigraphs, semi-structured interviews, reflective journals, and follow-up interviews demonstrated a diverse range of motivational dynamics seen in EFL learners, including those who are highly motivated by specific goals (referred to as Directed Motivational Currents or DMC), persons who display features associated with DMC, and individuals with different levels of motivation devoid of a DMC. The analysis of qualitative data revealed distinct and context-specific patterns of motivation and emotion within participants' motivational systems, yet these patterns were influenced by a detectable set of parameters. The implications of this study have relevance in both theoretical and instructional settings, suggesting the need for more empirical studies in this field. This detailed comprehension adds to the greater academic discussion on motivation and emotion in EFL acquisition, providing insight into the dynamic nature of learners' motivational experiences.