Factors Maintaining EFL Learners’ Directed Motivational Currents in Learning English: An Activity-Theory-Informed Multiple Case Study

Although research on directed motivational currents (DMCs) in second/foreign language learning has grown exponentially, a systematic analysis of the factors influencing English as a foreign language (EFL) learners’ DMCs in learning English is lacking in the literature. In this light, through an activity theoretic lens, this study explored factors which trigger/maintain pre-intermediate EFL learners’ DMCs. The data were collected through semi-structured interviews and diary reports and analyzed using NVivo 12. The findings were then mapped onto the six key elements of activity theory (AT). The results revealed how four factors—namely classmates, teachers, family, classroom regulations and rules—influenced the participants’ DMCs. In addition, learners’ DMCs were shown to be mediated by tools—including the knowledge gained from English books; English motivational movies, songs, and motivational quotes; exams; technology; attention, and care received through social relations—and community membership. The results highlight the importance of considering the broader contexts of language learning when designing instructional interventions.