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Chan, L., Dornyei, Z. and Henry, A. (2015) Learner Archetypes and Signature Dynamics in the Language Classroom: A Retrodictive Qualitative Modelling Approach to Studying L2 Motivation. In: Dörnyei, Z., MacIntyre, P.D. and Henry, A., Eds., Motivational Dynamics in Language Learning, Multilingual Matters, Bristol, 238-259. https://doi.org/10.21832/9781783092574-018

has been cited by the following article:

• TITLE: The Case Study on the Core Features of Tertiary Non-English Majors’ DMCs in China

  AUTHORS: Qing Wei

  KEYWORDS: Core Features, DMCs, Non-English Majors, Chinese EFL Context

  JOURNAL NAME: Open Access Library Journal, Vol.9 No.11, November 2, 2022

  ABSTRACT: As the latest one in the field of SLA/FLA motivational study, the theory of DMC(s) is of great significance both theoretically and pedagogically. This current paper aims at whether the core features of tertiary non-English majors’ motivational behaviors in china are in line with those outlined in the theory of DMCs. The results disclose that when the participants experienced a DMC, their goals/visions as the driving force were directed, their learning behaviors with clear start points were recurring and self-propelling, and they were generally positive, though negative occasionally. Therefore, the effectiveness of the distinguishing components of a DMC has been tested and verified in Chinese EFL context, which offers valuable enlightenment to trigger and maintain high motivation for English study in the classroom.