Abstract
Under the framework of Directed Motivational Currents (DMCs), the present study aimed to explore the motivational dynamics of Chinese tertiary-level EFL learners' English learning and to identify the possible parameters that influence Chinese EFL learners' DMC-typed motivational states in their English learning. Data were collected from 10 focal Chinese tertiary-level EFL learners through reflective journal, trajectory equivalent modeling and semi-structured interview over a two-semester-long IELTS training course. The collected data were examined with thematic analysis and the findings indicated that: (1) Chinese tertiary-level EFL learners experienced the clear DMC-typed motivational surges during their journey of English learning; (2) Chinese tertiary-level EFL learners' DMCs states were affected by various contextual factors which could be examined under three major themes, namely important others, instructional elements, and the exam pressure. The findings not only add to the literature on the validity of DMCs construct in the Chinese EFL context, but offer implications about how to facilitate the DMC-typed motivations in the classroom language instruction.
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