“When Motivation Surges: Exploring Directed Motivational Currents in English Learning and Beyond”

This study explored the past Directed Motivational Currents (DMC) experiences of Taiwanese university students in English learning and project-based tasks. A mixed-methods approach was used, including 96 responses to a DMC disposition questionnaire and in-depth interviews with seven students. Results indicated that 86.5% of participants recognized intense motivation, 64% experienced high-intensity motivation in project tasks, and 48% reported such experiences in language learning. Most episodes lasted 2–6 months, and 80% of students rated their motivation as “intense” or “very intense.”

Qualitative analysis revealed that students’ DMC experiences aligned with the four core components of goal/vision-orientedness, triggering factors, facilitative structure, and positive emotionality, extending beyond academics to competitions, sports, volunteer work, leadership roles, hobbies, and wealth accumulation. Female students and intermediate English learners reported higher DMC ratings, while management majors slightly exceeded humanities and engineering students.

These findings suggest that English teachers can enhance long-term motivation by helping learners set clear goals, providing structured challenges, fostering supportive learning environments, and linking tasks to personal interests or real-world applications.