Navigating Motivation and Anxiety in Second Language Learning: The Impact of Directed Motivational Currents on EFL and ESL Learners

Articles in Press

Document Type : Research Article

Authors

• Neda Ghandhari ¹
• Majid Nemati ²

¹ PhD Candidate, Department of English Language Teaching, Kish International Campus, University of Tehran, Kish, Iran

² Associate Professor, Department of Applied Linguistics, Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran

https://doi.org/10.22067/lts.2025.92611.1340

Abstract

This study examines the relationship between Directed Motivational Currents (DMCs) and English Language Classroom Anxiety (ELCA) in English as a Foreign Language (EFL) and English as a Second Language (ESL) learners. DMCs, defined by sustained, goal-driven motivation, are essential for long-term language learning, whereas ELCA, characterized by anxiety in classroom settings, can impede progress. Employing an explanatory mixed-methods approach, the study collected quantitative data from 140 participants and qualitative insights from 20 in-depth interviews with learners experiencing varying levels of DMCs. Findings revealed a significant negative correlation between DMCs and ELCA, with ESL learners reporting higher motivation and lower anxiety due to greater language exposure and integrative motivation. Qualitative findings emphasized the role of teacher support, learner goals, and contextual factors in shaping motivation and anxiety. These insights highlight the importance of goal-oriented learning environments that enhance motivation while reducing anxiety, offering practical implications for educators and curriculum designer

Keywords

• Directed motivational currents
• English language classroom anxiety
• vision-driven Motivation
• goal-oriented learning
• educational strategies

Main Subjects

• Language Education