Promoting College Students'English Learning Motivation with Vision Intervention under the Framework of Directed Motivational Current(s)
The present longitudinal case study aims to promote five college students'English learning motivation with vision intervention under the framework of Directed Motivational Current(s).It is found that the participants'motivational trajectories fluctuate,manifesting nonlinear variations.Fifteen out of the thirty interventional phases lasting some 21 weeks prove to be effective,illuminated by strong motivational currents,which reflect the synergistic effects of goal appropriateness,self-regulation,positive emotionality and behavior perception.Vision per se is counterbalanced by too high goals that devalue future expectancy and too low goals that fail to generate driving force,thus leading to the disruption of motivational currents.It is suggested that English instructors make the best of vision to generate motivation so as to(1)promote students'learning motivation and optimize teaching effect and(2)improve the cultivation quality of foreign language talents by implementing whole-person instructions with cognition,emotion,conation and behavior organically integrated.
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