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Jou nal o he Psychology o Language Lea ning
ISSN: 2642-7001
(2025) Volume 7, Issue 1. e7123825.
h ps://doi.o g/10.52598/jpll/7/1/2
JOURNAL FOR THE PSYCHOLOGY OF LANGUAGE LEARNING
Resea ch A icle
Un eiling he Mo i a ional Tapes y: A Duoe hnog aphic
Jou ney In o wo ESP Teache s’ Mo i a ion in Highe
Educa ion
I a i Die -Bo é, Uni e si a de Lleida, Spain
h ps://o cid.o g/0000-0002-6964-5996
i a i.die @udl.ca
Balbina Moncada-Comas, Uni e si a Poli ècnica de Ca alunya – Ba celona Tech, Spain
h ps://o cid.o g/0000-0002-1547-2495
[email protected]
ABSTRACT
Teache mo i a ion has only ecen ly been explo ed in ela ion o highe educa ion eache s (Sahakyan e
al., 2018; Sampson 2016). This is also ue o English o Speci ic Pu poses (ESP) lec u e s, who each
specialized English in o he disciplines. These eache s o en ace unique challenges, including eaching
con en ou side hei expe ise, managing s uden s wi h di e se and o en low English p o iciencies, and
accessing sui able ma e ials. This s udy examines ESP eache mo i a ion as a complex dynamic sys em,
ocusing on he in e play be ween a ec i e, cogni i e, and con ex ual ac o s in de e mining he mo i a ional
ajec o ies o hese eache s o e ime. D awing on a duoe hnog aphy me hodology, he au ho s, who a e
hemsel es ESP eache s, documen ed hei mo i a ional expe iences o e a ime ame o i e weeks in
jou nals. The da a we e analyzed using a g ounded heo y app oach, in eg a ing quali a i e insigh s wi h
Like -scale a ings o iden i y mo i a ional pa e ns. The indings e eal how cogni i e, a ec i e, and
con ex ual ac o s in e ac non-linea ly o shape mo i a ional ajec o ies, wi h sha ed and indi idual
a ac o s a es in luencing luc ua ions o e ime. Despi e ansien nega i e s a es, he eache s’ sys ems
demons a ed adap abili y and esilience, ecalib a ing h ough sel -o ganiza ion o sus ain mo i a ion in
esponse o con ex ual challenges. The s udy concludes wi h se e al implica ions aimed a enhancing
suppo o (ESP) eache s by acknowledging he complexi y, dynamism, and indi idual a iabili y o hei
mo i a ional ajec o ies.
Keywo ds: complexi y heo y, duoe hnog aphy, English o Speci ic Pu poses, language eache
mo i a ion
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INTRODUCTION
The essence o mo i a ion, oo ed in i s e ymological o igin
o mo i us (“mo emen ” in La in), lies in he in ica e o ces
ha mo e indi iduals owa ds ce ain choices, goals, and
ac ions. In he con ex o educa ion, eache mo i a ion can
be unde s ood as “ he psychological o ce ha enables
ac ion and unde lies eache s’ in ol emen /non-
in ol emen in e e y eaching ac i i y” (Hassaskhah, 2016,
p. 859). Mo i a ion is essen ial o achie ing success ul
eaching ou comes and p ac ices (Dö nyei & Ushioda, 2011;
Gokce, 2010) and is in ica ely linked o s uden mo i a ion
and engagemen in a bi-di ec ional manne (Zhou e al.,
2023). Al hough esea ch sugges s ha language eache s
end o be in insically ul illed and con en wi h eaching
(Kassabgy e al., 2001), he e a e ex e nal o ces ha can
nega i ely impac mo i a ion (Dö nyei & Ushioda, 2011),
such as s uden a i udes, inancial issues, and lack o
au onomy (Hona pa a an & Khaghaninejad, 2023; T an &
Mosko sky, 2022).
Resea ch on eache mo i a ion p ima ily ocuses on
(high) school se ings, lea ing a gap in unde s anding he
mo i a ion o highe educa ion (HE) language eache s
(Daumille e al., 2020). This gap is pa icula ly signi ican
o English o Speci ic Pu poses (ESP) eache s, who ace
unique challenges encompassing specialized subjec ma e
ou side hei expe ise, di e si y o s uden s’ English
language p o iciencies (usually lowe han expec ed), and a
sca ci y o eaching ma e ials (Alsha i & Shuk i, 2018;
Bas u kmen, 2010; Ma wan, 2009). Consequen ly, his
s udy aims o explo e he complex and dynamic
mo i a ional sys ems o wo ESP eache s by examining he
ac o s ha in e ela e wi h hei mo i a ion om a complex
dynamic sys ems heo y (CDST) lens (La sen-F eeman &
Came on, 2008). To cap u e his complexi y, we employ
duoe hnog aphy (Law ence & Lowe, 2020), a collabo a i e
and dialogic me hodology, which allows he eache s o
explo e hei expe iences oge he , p o iding a nuanced
iew o how hei mo i a ion un olds o e ime.
Hence, his s udy no only seeks o b oaden he
unde s anding o ESP eache mo i a ion bu also add esses
a signi ican gap in he li e a u e by o e ing insigh s in o
how hese HE eache s manage hei eaching oles wi hin
he complexi ies o hei p o essional en i onmen .
Ul ima ely, he indings aim o p o ide s a egies o os e
language eache mo i a ion in specialized HE con ex s.
Lx TEACHER MOTIVATION
O e ecen decades, a g owing body o esea ch has
highligh ed he subs an ial ole o addi ional language (Lx)
eache mo i a ion in lea ne s’ success, eache well-being,
and b oade educa ional e o ms (Han & Yin, 2016).
Resea ch s udying eache mo i a ion in language lea ning
(and o he educa ional) con ex s has shown ha high le els
o mo i a ion con ibu e o success ul eaching ou comes,
commi men o p o essional g ow h (Dö nyei & Ushioda,
2011), inno a i e eaching p ac ices (Gokce, 2010), and
inc eased s uden mo i a ion (Bačo á, 2022).
Resea ch has examined a ious sou ces o mo i a ion
and demo i a ion among Lx eache s. Some o he ac o s
in luen ial in shaping language eache mo i a ion a e
s uden mo i a ion and engagemen (Zhou e al., 2023),
suppo i e co-wo ke s (Cowie, 2011), and eache
au onomy (Wang e al., 2024). Con e sely, demo i a ing
ac o s include cons ained au onomy and limi ed
oppo uni ies o g ow h (Dö nyei & Ushioda, 2011),
p oblema ic s uden a i udes and beha io (Han & Yin,
2016; T an & Mosko sky, 2022), and economic cons ain s
(Hona pa a an & Khaghaninejad, 2023). Toge he , hese
s udies show wha a cen al ole language eache
mo i a ion plays in eache s’ p o essional well-being and
e ec i eness in he class oom (Hi e e al., 2018).
ESP Teache Mo i a ion
Despi e he ex ensi e wo k on eache mo i a ion in gene al
p ima y and seconda y educa ion, he HE con ex emains
less explo ed (Daumille e al., 2020; Sahakyan e al., 2018;
Sampson, 2016). Acco ding o Daumille e al. (2020), HE
eache s’ mo i a ion is o en o e looked o wo main
easons. Fi s ly, i is commonly assumed ha hose who
pu sue he demanding pa h o a PhD and secu e academic
posi ions a e al eady highly mo i a ed. Secondly, s udying
acul y mo i a ion p esen s bo h social and me hodological
challenges since app oaching colleagues o inqui e di ec ly
abou hei mo i a ion le els can be socially awkwa d and
po en ially uncom o able o esea che s and pa icipan s.
Ne e heless, HE eache s encoun e unique challenges in
hei con ex (Robson, 2007), such as na iga ing di e se
oles as educa o s, academics, p o essionals, and specialis s;
managing a ied eaching o ma s, including ull- ime, pa -
ime, a endance-based, and i ual cou ses (asynch onous
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o synch onous); eaching independen ly and/o
collabo a i ely; deli e ing p o essional, in e disciplina y,
and/o academic con en o g oups anging om small
u o ials o la ge lec u es wi h hund eds o s uden s;
eaching basic and/o ad anced skills o unde g adua e,
mas e ’s, and doc o al s uden s; being egula ly e alua ed
wi hin he ma ke ized uni e si y sys em; and o en lacking
pedagogical aining, which makes i challenging o mee
app op ia e p o essional s anda ds (Robson, 2007).
In espec o ESP eache s, no speci ic esea ch has ye
examined his popula ion’s mo i a ion. Howe e ,
unde s anding eache mo i a ion in ESP con ex s is
pa icula ly ele an because hese ins uc o s o en ace
speci ic p o essional di icul ies. Fi s ly, unlike gene al
English eache s, ESP eache s a e expec ed o each
English wi hin he con ex o specialized ields (e.g.,
medicine, enginee ing, business, e c.). Ne e heless, many
ESP eache s lack o mal aining o expe ience in hese
a eas, which can c ea e signi ican gaps in con en
knowledge (Alsha i & Shuk i, 2018) and may impac hei
con idence in deli e ing con en . Secondly, ESP cou ses
o en a ac s uden s wi h di e ing le els o English
p o iciency, equen ly lowe han expec ed o equi ed o
engage wi h specialized ma e ials e ec i ely (Ma wan,
2009). As a esul , ESP ins uc o s a e asked wi h balancing
linguis ic suppo and ield-speci ic con en ins uc ion,
which can complica e lesson planning and c ea e us a ion
when s uden s s uggle o keep up. Finally, ESP eache s
o en ace he challenging ask o de eloping cou se
ma e ials ha align wi h speci ic lea ne needs and indus y-
ele an language. Sui able eaching esou ces a e o en
sca ce (Bas u kmen, 2010), as gene ic English language
ex books may no add ess he specialized ocabula y, skills,
o con ex s o a gi en ield. Consequen ly, ESP eache s
equen ly need o c ea e cus om ma e ials, which demands
conside able ime, skill, and e o (Bielouso a, 2020), o en
wi hou ins i u ional suppo .
These unique challenges aced by ESP eache s sugges
ha hei mo i a ional dynamics migh di e om hose o
gene al language educa o s and, he e o e, i is wo h
explo ing how hese challenges may in e link wi h
mo i a ion, in o de o o e ad ice and s a egies ailo ed
speci ically o ESP ins uc o s.
Lx Teache Mo i a ion F om a CDST App oach
Dö nyei and Ushioda (2011) no e ha no single heo y has
succeeded in cap u ing all mo i es, gi en he complexi y o
human na u e. In he con ex o Lx acquisi ion, many s udies
d awn om gene al psychology ha e been adap ed o
language eaching con ex s. F amewo ks such as sel -
de e mina ion heo y, achie emen goal heo ies, sel -
e icacy heo ies, o expec ancy- alue heo ies ha e been
implemen ed o unde s and language eache mo i a ion.
Howe e , hese models ha e been c i icized o p o iding
only a pa ial accoun o mo i a ion and o ailing o do
jus ice o he mul iplici y o in e playing ac o s ha migh
explain i s dynamism (Dö nyei & Ushioda, 2011). Ins ead,
new socio-dynamic pe spec i es ha e been p oposed ha
conside he complex, e ol ing in e ac ions be ween
indi idual and con ex ual elemen s, such as he pe son-in-
con ex ela ional iew (Ushioda, 2009), possible sel es
heo y (second language mo i a ional sel sys em) (Dö nyei,
2009; Kubanyio a, 2020), and CDST (La sen-F eeman &
Came on, 2008). The la e is he amewo k employed in
he cu en s udy o g asp he complex, con ex -dependen ,
and e ol ing na u e o ESP eache mo i a ion.
CDST is bes desc ibed as a me a- heo y ha p o ides a
concep ual ounda ion o unde s anding dynamic sys ems
(Hi e , 2022). A sys em is de ined as a conglome a e o
“en i ies which in e ac in speci ic ways by i ue o hei
membe ship in he sys em” (Jua e o, 1999, p. 109).
Complex sys ems ep esen a unique class o sys ems ha
consis o an in ica e ne wo k o connec ions be ween
agen s wi h signi ican di e si y and edundancy. This
dense in e connec edness means ha any en i y’s ac i i y
impac s he en i e sys em, ei he di ec ly o indi ec ly
(Cillie s, 1998). Acco dingly, a complex sys em can be
de ined as “a sys em in which la ge ne wo ks o componen s
wi h no cen al con ol and simple ules o ope a ion gi e
ise o complex collec i e beha iou , sophis ica ed
in o ma ion p ocessing, and adap a ion ia lea ning o
e olu ion” (Mi chell, 2009, p. 13). MacIn y e e al. (2020)
e iewed he co e cha ac e is ics o complex dynamic
sys ems (CDSs): (1) in e connec edness and non-linea i y,
(2) change o e ime, and (3) sel -o ganiza ion. Each will be
examined indi idually, es ablishing connec ions o cu en
li e a u e on language eache mo i a ion.
Fi s ly, in e connec edness implies ha holis ic, non-
linea change is emphasized o e simple cause-and-e ec
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ela ionships (Mo ison, 2008). This means ha he
in e ac ions among he componen s’ indi idual ajec o ies
lead o non-linea , eme gen changes in he sys em’s o e all
beha io (Dö nyei & Ushioda, 2011). Resea ch on
complexi y encou ages empi ical explo a ion o how he
componen s o a whole a e in e connec ed, while also
p omo ing a mo e o ganic unde s anding o Lx mo i a ion
(Papi & Hi e , 2020). Indeed, eache mo i a ion does no
eme ge in isola ion, as i is deeply in e wo en wi h
cogni i e p ocesses (e.g., hough s, belie s, a ibu ions, and
expec ancies) and a ec i e dimensions (i.e., emo ional
expe iences) (Dö nyei, 2009). In language lea ning, he
in e play o belie s, emo ions, and mo i a ion is simila ly
well-documen ed (Die -Bo é & Ma in-Rubió, 2018;
MacIn y e e al., 2019; MacIn y e & Vincze, 2017;
Waninge, 2015). As Waninge (2015) no es, “an impo an
inding (...) is he almos insepa able na u e o cogni ion,
mo i a ion, a ec , and con ex ” (p. 211). This
in e connec edness aligns wi h Kubanyio a and Fe yok’s
(2015) call o b oaden esea ch on Lx eache mo i a ion by
b idging cogni ion, a ec , and mo i a ion, and by
conside ing eache s’ con ex ualized class oom p ac ices.
In e connec edness is also ele an inasmuch as he
in e ac ions among a sys em’s componen s e ol e and may
e en ually each a poin o equilib ium, whe e he sys em
se les in o a s able o p e e ed s a e, o en e e ed o as an
a ac o s a e (Dö nyei & Ushioda, 2011). The s abili y o
hese s a es is in luenced by he a ac o basin dep h, wi h
deepe basins p o iding mo e s abili y and shallow basins
allowing easie ansi ions be ween s a es (Hi e , 2015). In
he con ex o eache mo i a ion, his means ha once a
ce ain mo i a ional s a e is es ablished, i can become
esis an o change, c ea ing a o m o s abili y wi hin he
sys em. Howe e , like any complex sys em, his
equilib ium is no s a ic; i emains subjec o shi s and
in luences, which can b ing abou new eme gen s a es o e
ime. Fo ins ance, Waninge (2015), al hough ocusing on
s uden s, iden i ied ou a ac o s a es ha in e connec ed
wi h he dynamics o he Lx lea ning expe ience (including
mo i a ion), and a gued ha “ he mo e ac o s ha wo k
oge he , he mo e momen um [an a ac o s a e] is likely o
ha e, and less likely i is o disappea comple ely” (p. 210,
emphasis in o iginal).
Secondly, de Bo (2015) obse ed ha CDSs can
expe ience apid changes o g adual shi s o e ime, wi h
sho - and long- ime spans closely linked. Immedia e shi s
sub ly in luence long- e m dynamics, which, in u n, in o m
sho - e m p ocesses. P e ious esea ch on language eache
mo i a ion has highligh ed he dynamic and luc ua ing
na u e o mo i a ion (Kimu a, 2014, 2022; Kubanyio a,
2020; Sak, 2024; Sampson, 2016; Waninge, 2015),
pa icula ly i s suscep ibili y o sho - e m changes (e en
‘momen - o-momen ’). Fo ins ance, Sampson’s (2016)
au oe hnog aphic s udy o e one academic yea highligh ed
how immedia e class oom expe iences a ec sho - e m
mo i a ion while also con ibu ing o long- e m
mo i a ional pa e ns. This s udy, hus, sugges s ha
pe cep ions o mo i a ion a e shaped by expe iences ac oss
di e en imescales, con i ming ha “ he ‘now’ is he
esul an o changes on all possible imescales up o his
poin ” (de Bo , 2015, p. 35). Simila ly, Sak’s (2024) s udy
acked he luc ua ing mo i a ion o an English as a o eign
language eache ainee engaged in sel -ini ia ed
p o essional de elopmen o e ou mon hs (analyzed
weekly), e ealing how non-linea pa e ns a e in luenced
by sel -e icacy, pe cei ed lesson success, and class oom
dynamics.
Thi dly, sel -o ganiza ion e e s o “[ ]he in e nally
e ol ing p ocess o coo dina ed es uc u ing and o ma ion
wi hin a complex sys em ha esul s in he appea ance o
no el s uc u e and unc ions” (Papi & Hi e , 2020, p. 23).
Th ough sel -o ganiza ion, he sys em con inuously adjus s
and eo ganizes i sel , in e linked wi h in e nal and ex e nal
ac o s, allowing o shi s and new eme gen s a es o e
ime. The e o e, e en in seemingly s able sys ems, he e is
an ongoing p ocess o adap a ion and ans o ma ion,
keeping he sys em dynamic and esponsi e o new
in luences om he en i onmen (MacIn y e e al., 2020).
CDSs can exhibi ‘IF… THEN’ sys em/signa u e dynamics,
ha is, unique causal in e ac ions be ween he sys em’s
componen s (Kelso, 2002). Such in e ac ions a e con ingen
on speci ic si ua ional and con ex ual ac o s; ha is, IF
ce ain condi ions and ac o s coalesce, THEN pa icula
beha io s, eelings, o pa e ns ypically a ise (Me ce ,
2015). Impo an ly, he en i onmen is no iewed as an
ex e nal, independen ac o in luencing he sys em, bu as
an essen ial componen o he sys em i sel (Ushioda, 2009).
S udies e eal he impo ance o con ex in he eme gence
and e olu ion o he mo i a ional sys em. Fo ins ance,
Kimu a’s (2014, 2022) esea ch showed he in luence o
en i onmen al condi ions on language eache s’ mo i a ion
and p o essional g ow h in China, Sou h Ko ea, and Japan
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o e a decade. The s udies e ealed con ex ual a ia ions in
suppo , ins i u ional oles, and public s a us among he
eache s, highligh ing how unique posi ions wi hin sys ems
connec wi h hei in e ac ions wi h s uden s, subsequen ly
shaping hei eaching mo i a ion and impac ing s uden
ou comes. Simila ly, Sampson (2016), Waninge (2016), and
Papi and Hi e (2020) emphasized he in luen ial ole o
class oom expe iences and he eaching and lea ning
en i onmen in he mo i a ion o bo h language eache s
and s uden s.
Ou e iew indica es ha aspec s such as in e ela edness,
dynamism, and sel -o ganiza ion a e al eady qui e well-
ecognized in he exis ing li e a u e on language eache
mo i a ion, which unde sco es he necessi y o
concep ualizing his cons uc as a CDS. In line wi h he
inc easing emphasis on adop ing complexi y pe spec i es
o he s udy o mo i a ion (Hi e , 2022), we aim o explo e
he complex in e ac ions among he a ious ac o s ha
in e wine wi h ESP eache s’ mo i a ional sys ems and
ack changes in mo i a ion o e a pe iod o i e weeks.
Speci ically, we analyze luc ua ions in mo i a ion be o e
and a e class, dis inguishing ou app oach om p e ious
longe - e m s udies (e.g., Sak, 2024; Sampson, 2016).
Fu he mo e, he pa icipan s in his s udy a e ESP eache s,
a gap we seek o add ess in esea ch on eache mo i a ion
wi hin HE ins i u ions (Daumille e al., 2020) by p o iding
a deepe unde s anding o how emo ions, cogni ions, and
con ex ual ac o s in e ela e wi h ESP eache s’ mo i a ion.
Acco dingly, he ques ion guiding his s udy is: Wha a e
he dynamic ajec o ies o wo ESP eache s’ mo i a ional
CDSs o e a pe iod o i e weeks?
METHODOLOGY
Con ex s and Pa icipan s
The s udy pa icipan s, Au ho 1 (A1) and Au ho 2 (A2),
a e ESP eache s whose p o iles (summa ized in Table 1)
e eal bo h simila i ies and di e ences. Bo h all wi hin he
age ange o 30 o 35 yea s and comple ed hei doc o al
s udies in 2021 (A1) and 2020 (A2). They a e ea ly-ca ee
uni e si y eache s wi h six yea s o expe ience eaching in
HE in Ca alonia (Spain) including ESP cou ses, such as
ou ism, medicine, audio isual communica ion and
jou nalism (A1), business, heal h science, and enginee ing
(A2). Howe e , hey di e ega ding he ESP domain hey
each in (media/jou nalism s. op ics/op ome y),
employmen s a us (pa - ime s. ull- ime), and HE
con ex s (gene alis – o e ing b oad, mul idisciplina y
p og ams s. poly echnic – ocusing on applied sciences and
echnical educa ion). In his s udy, we examine wo o hei
eaching expe iences: A1’s media/jou nalism ESP cou se
(which she has augh o i e yea s), and A2’s
op ics/op ome y ESP cou se (which she has augh o wo
yea s). These cou ses we e selec ed as hey p o ided ich
con ex s o explo ing he mo i a ional dynamics o ESP
eaching wi hin speci ic disciplina y and ins i u ional
se ings. A he ime o da a collec ion, hey we e he only
ESP cou ses being augh by he pa icipan s, making hem
he ideal ocus o a duoe hnog aphic in es iga ion in o he
complexi ies o eache mo i a ion.
Da a Collec ion
This s udy employs a duoe hnog aphy app oach in which
esea che s wi h di e se backg ounds collabo a i ely sha e
hei li e s o ies o o e a ious pe spec i es on he
phenomenon analyzed – in his case, he ESP eache s’
mo i a ional ajec o ies o e ime. The au ho s “a e he
si es o hei own s udy, i.e., he esea che s and he
esea ched” (Banegas & Ge lach, 2021, p. 3), he eby,
making hei indi idual oices and s o ies a cen al pa o
he esea ch na a i e. Duoe hnog aphy is conside ed an
‘eme ging’ me hodology (Law ence & Lowe, 2020) ha
ocuses on small-scale analysis wi hin speci ic con ex s and
ha os e s ac i e lis ening, which p omp s au ho s o
examine hei assump ions and c i ically conside di e en
pe spec i es. A duoe hnog aphic case s udy app oach
complemen s ou aim o conduc ing an explo a o y
in es iga ion ha may highligh new di ec ions and
ques ions o u u e esea ch and heo izing on eache
mo i a ion (see Sampson, 2016, o an au oe hnog aphy
wi h a simila pu pose).
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Table 1. Summa y o Pa icipan s’ P o iles
A1
A2
Age
30–35
30–35
HE eaching expe ience
6 yea s
6 yea s
Yea o PhD comple ion
2021
2020
ESP eaching domains
Tou ism, Medicine, and Audio isual
communica ion & Jou nalism
Business, Heal h Sciences, and
Enginee ing
ESP cou se o his s udy
O al and w i en English o he media
(Audio isual communica ion &
Jou nalism BA)
P o essional communica ion in
heal hca e (Op ics & Op ome y BS)
Employmen s a us
Pa - ime
Full- ime
HE con ex
Gene alis uni e si y
Poly echnic uni e si y
No e. BA = Bachelo o A s, BS = Bachelo o Science, ESP = English o Speci ic Pu poses, HE = highe educa ion.
Au oe hnog aphic da a help pa icipan s deepen hei
unde s anding o hemsel es and he wo ld a ound hem,
allowing hem “ o challenge g and na a i es by explo ing
he complexi y o pe sonal s o ies and expe iences, in
jux aposi ion wi h hose o o he people” (Law ence &
Lowe, 2020, p. 22). This s udy elies on asynch onous
jou nal da a collec ion by he wo ESP eache s, which
o e s a sel - e lec i e pe spec i e as pa icipan s ell hei
own s o y abou hemsel es o hemsel es (Beseghi, 2021).
By ocusing on he ESP eache s’ jou nals, his esea ch
adop s a eache -cen e ed app oach, na a ing hei s o ies
and shi ing he ocus o eache s’ li ed expe iences (Me ce
e al., 2016). By engaging in his e lec i e dialogue,
eache s can unco e he emo ional and cogni i e
dimensions o hei mo i a ion, which con ibu es o a mo e
nuanced unde s anding o language eache mo i a ion ha
can in o m u u e esea ch and p ac ice.
In his s udy, A1 and A2 independen ly w o e hei own
jou nals o e i e weeks ( wo classes pe week) du ing
Sep embe and Oc obe , ga he ing a o al o 12,525 wo ds
(6,247 by A1 and 6,278 by A2). The au ho s eco ded
en ies immedia ely be o e and a e eaching hei ESP
cou ses (wi hin a maximum o 30 minu es) in he i s
semes e o he 2023–24 academic yea , esul ing in 10
en ies, each one including ‘be o e’ and ‘a e ’ e lec ions.
The delibe a e iming o hese jou nal en ies aimed o
cap u e insigh s in o hei eaching p ac ices and emo ions
a a ious momen s, adhe ing o de Bo ’s (2015) a gumen
ha unde s anding mo i a ion equi es examining di e se
imescales. These jou nals included, on he one hand,
quali a i e desc ip ions o hough s, emo ions, and
mo i a ion. The au ho s did no ag ee on speci ic guidelines
o w i ing hese quali a i e e lec ions, and he e we e no
es ic ions on leng h o con en , as long as he e lec ions
ocused on mo i a ion. On he o he hand, a i e-poin
Like -scale was included in all he en ies o acili a e
mo i a ion pa e n iden i ica ion. Thus, pa icipan s asked
hemsel es: “How mo i a ed do I eel be o e/a e class?”
wi h esponses being: 1 (no a all mo i a ed), 2 (somewha
mo i a ed), 3 ( ai ly mo i a ed), 4 ( e y mo i a ed), and 5
(ex emely mo i a ed).
Da a Analysis
To explo e hese eache s’ mo i a ion, a quali a i e
g ounded heo y app oach was u ilized, enabling he
de elopmen o insigh s based on he pa icipan s’
pe cep ions and expe iences and a oiding p ema u e
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assump ions (Co bin & S auss, 2015). G ounded heo y
complemen s CDST as i p ese es he complexi y and he
si ua ed na u e o he da a. To analyze he quali a i e da a,
Vaismo adi e al.’s (2016) i e a i e analy ical p ocess was
ollowed, encompassing ou s ages.
In he Ini ializa ion phase (Vaismo adi e al., 2016),
esea che s ead he jou nals (w i en in English) join ly,
highligh ed ele an quo es and coded hem collec i ely on
a line-by-line basis using he quali a i e da a managemen
so wa e A las. i (Ve sion 23.2.1). We collabo a i ely
e iewed he jou nals mul iple imes o gain a
comp ehensi e unde s anding o he da a, ensu ing ha we
emained closely a uned o ou oices and pe spec i es.
The analysis unde wen a con inuous coding and e-coding
p ocess un il eaching he sa u a ion poin , ha is, when no
new hemes o codes eme ge (Alam, 2021). Codes we e
de eloped o examine how cogni i e, a ec i e, and
con ex ual ac o s in e ac wi hin he mo i a ional sys em,
wi h mo i a ion being iewed as he eme gen ou come o
hese dynamic in e ac ions, as discussed in he li e a u e
(Dö nyei, 2009; Dö nyei & Ushioda, 2011; Sampson, 2016;
Waninge, 2015).
Du ing he Cons uc ion phase (Vaismo adi e al., 2016),
bo h au ho s discussed and analyzed he codes oge he ,
which we e o ganized unde hie a chies. Fo example,
cogni i e aspec s con ained a ibu ions (i.e., explana ions
o he causes o one’s o o he s’ beha io s; Weine , 2000),
expec ancies (i.e., belie s abou he likelihood o achie ing
desi ed ou comes; Wa e al., 2012), and sel -belie s (i.e.,
pe cep ions and con ic ions one holds abou onesel ), which,
in u n, encompassed o he aspec s, like s uden beha io o
ime managemen . By compa ing da a ac oss he wo
jou nals, simila i ies and di e ences we e es ablished
be ween he wo pa icipan s in e ms o hei mo i a ional
ajec o ies.
In he Rec i ica ion o Ve i ica ion phase (Vaismo adi e
al., 2016), esea che s decided o s ep back o wo mon hs
o c i ically e alua e he coding o a oid has y o incomple e
conclusions. To add ess any misunde s andings o
disc epancies ha a ose du ing his e alua ion, we held
egula discussions whe e we p esen ed ou indi idual
in e p e a ions and sough consensus. Fo example, i one o
us coded an en y as “anxie y” and he o he as “discom o ,”
we join ly examined he con ex o cla i y hese emo ions;
simila discussions a ose a ound “a ibu ion” and
“expec ancies.” This igo ous dialogue and econcilia ion o
pe spec i es no only cla i ied ou indings bu also
s eng hened he alidi y o he conclusions d awn om he
da a.
Las ly, in he Finaliza ion phase (Vaismo adi e al.,
2016), quo es we e selec ed o p o ide a holis ic illus a ion
o he in e connec ions be ween mo i a ion and cogni ion,
a ec , and con ex ual ac o s. This in ol ed iden i ying
ele an quo es ha highligh ed speci ic ela ionships ( o
ins ance, be ween mo i a ion and happiness o be ween
demo i a ion and s uden disengagemen ). By p esen ing
hese quo es in a s uc u ed o ma , we succinc ly cap u ed
he complexi y o ou mo i a ional sys ems. This app oach
ensu ed ha he analysis was no only comp ehensi e bu
also accessible o eade s.
Once he analy ical p ocess was inished, he so wa e
Gephi (Bas ian e al., 2009) was employed o c ea e a isual
ep esen a ion o he pa icipan s’ mo i a ional complex
sys ems, allowing o an in-dep h demons a ion o he
ela ionships and pa e ns wi hin he coded hemes in he
shape o ne wo ks. This in ol ed impo ing he coded
hemes (nodes) and hei ela ionships (edges) in o Gephi o
c ea e a ne wo k g aph ha isually mapped ou he
in e connec edness and complexi y o a ious mo i a ional
ac o s. The ne wo ks ep esen hese ac o s using nodes,
wi h he size o each node co esponding o i s equency o
occu ence (i.e., he o al numbe o imes a ac o appea s
pe pe son ac oss en ies). Thus, la ge nodes indica e
ac o s wi h s onge connec ion wi h eache mo i a ion.
Gephi was speci ically employed o i s ea u e o isually
highligh di e ences in node size and impo ance in he
ne wo k.
In addi ion o he codi ica ion p ocess, he analysis o he
5-poin Like -scale a ings in ol ed iden i ying pa e ns
and unco e ing peculia i ies in he jou nal en ies (bo h
‘be o e’ and ‘a e ’) ha migh o he wise emain unno iced.
This in eg a ion o quan i a i e da a se es as a
complemen a y s a egy wi hin he quali a i e amewo k
(Maxwell, 2010) o en ich he in e p e a ion o mo i a ional
dynamics.
FINDINGS
This sec ion p esen s he indings in ou main pa s: (1) he
o e all mo i a ional dynamics, highligh ing luc ua ions
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obse ed be o e and a e class sessions; (2) he sha ed
sys em componen s and a ac o s a es be ween he wo
eache s; (3) he eache -speci ic a ac o s a es unique o
each eache ; and (4) he complexi y and non-linea
beha io o emo ional-mo i a ional dynamics.
Figu e 1. O e iew o he Pa icipan s’ Mo i a ion
No e. Black colo = Au ho 1 (A1), g ay colo = Au ho 2 (A2), B = be o e, A = a e .
Mapping Mo i a ional Dynamics O e Time
An o e iew o he eache s’ mo i a ional dynamics o e
he analyzed imespan is shown in Figu e 1, which includes
he numbe o class sessions (N = 10), eache s A1 (black)
and A2 (g ay), Like -scale a ings (1–5), endencies
(upwa ds ↑, le el →, and downwa ds ↓), and a ings
ca ego ized as ‘be o e’ (B) and ‘a e ’ (A) class. I is
impo an o no e ha on wo occasions (‘Class_5–A2–A’
and ‘Class_9–A1–B’), mul iple sco es we e gi en. On he
one hand, A2 ini ially a ed he mo i a ion a e class as 3,
bu changed i o 2 while e lec ing on he class in he dia y
and, e en ually, she inished he en y wi h a a ing o 1. On
he o he hand, A1 s a ed he ‘be o e’ dia y en y wi h a 4,
bu a e he e lec ion she inished wi h a 3. These changes
in mo i a ion a ings e lec ealiza ions he eache s had
while w i ing hei jou nals, as hey became mo e awa e o
he in e nal and ex e nal ac o s ha had in e ac ed, and
we e s ill in e ac ing, wi h hei eaching mo i a ion.
Cap u ing his in o ma ion was deemed impo an o e lec
he complexi y and dynamism o he eache s’ mo i a ion
e en in such a educed imespan.
The e we e 11 ins ances whe e he ‘a e ’ mo i a ion
was highe han he ‘be o e’ mo i a ion (A1 = 7↑ and A2 =
4↑). Mo i a ion emained he same in 5 ins ances (A1 = 2→
and A2 = 3→) and dec eased in 4 classes (A1 = 1↓ and A2
= 3↓). No ably, when mo i a ion emained s eady, he
a ings we e gene ally high, e lec ing sus ained
engagemen . E en when mo i a ion dec eased, he decline
was minimal, by one poin in all cases (no e he special case
in ‘Class_5–A2–A’). The e o e, he esul s e eal a pa e n
o inc eased mo i a ion a e class, o eg ounding he
dynamic and e ol ing ajec o ies in e connec ed h ough
he in e ac ions among agen s wi hin he mo i a ional
sys em. This in ica e in e play o sys em componen s (see
Figu es 2 and 3 below) will be explo ed in g ea e de ail in
he ollowing sec ions.
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Figu e 2. A1’s Mo i a ional Complex Sys em
No e. Eng. = English, mgm . = managemen , s s = s uden s.
Figu e 3. A2’s Mo i a ional Complex Sys em
No e. Eng. = English, mgm . = managemen , s s = s uden s.
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consis en e ec s on he sys em (MacIn y e & Vincze,
2017). Thus, while nega i e s a es, such as anxie y and
upse , may momen a ily lead o a downwa d ajec o y in
mo i a ion, i seems hey lack he dep h o ancho he
sys em in a p olonged nega i e s a e. These indings
o eg ound he sys em’s “dynamic s abili y” (Me ce , 2015,
p. 159) and i s abili y o ecalib a e and se le in o mo e
a o able mo i a ional ajec o ies.
Sel -O ganiza ion
Sel -o ganiza ion eme ged as a de ining ea u e o he
pa icipan s’ mo i a ional sys ems, wi h bo h demons a ing
ongoing lexibili y and adap a ions o in e nal and ex e nal
eedback. Acco dingly, he indings illus a e he ecip ocal
ela ionship be ween eache s and hei en i onmen s,
unde sco ing Ushioda’s (2009) pe spec i e ha con ex is
an in eg al componen o mo i a ional sys ems.
The p ocess o sel -o ganiza ion is e iden in he
eache s’ adap i e s a egies and adjus men o con ex ual
challenges, such as he de elopmen o ad-hoc eaching
esou ces in esponse o he lack o specialized ma e ials
(Bas u kmen, 2010; Bielouso a, 2020), s uden s’ low
English p o iciency (Ma wan, 2009), o misconcep ions
abou he na u e o ESP cou ses. The e o e, hese adap i e
p ocesses illus a e how he sys em de elops new s uc u es
and unc ions o main ain esilience and mo i a ion o e
ime. Fo ins ance, A1’s e lec ions on he e ol ing sel -
e icacy h ough honed class oom managemen s a egies
exempli y how mo i a ional sys ems es uc u e hemsel es
o e ime. Simila ly, A2’s e aming o s uden engagemen
and success h ough smalle achie emen s e lec s he
sys em’s capaci y o eo ganize and adap o con ex ual
demands, inco po a ing new s a egies o add ess challenges
and suppo mo i a ion. This o ganic p ocess o sel -
o ganiza ion demons a es how mo i a ional sys ems can
con inually e ol e by in eg a ing new in e ac ions while
emaining cohe en and pu pose ul o e ime.
O e all, he s udy demons a es he adap i e and esilien
na u e o hese sys ems, poin ing o he impo ance o sel -
o ganiza ion in sus aining mo i a ion, e en in challenging
con ex s. These insigh s encou age u u e esea ch o adop
dynamic, sys emic app oaches ha accoun o he eme gen
and e ol ing na u e o eache mo i a ion.
Me hodological and Pedagogical Implica ions
Al hough his small-scale case s udy limi s gene alizabili y
o b oade ESP con ex s, i o e s aluable me hodological
and pedagogical insigh s. In e ms o me hodology, he
duoe hnog aphic e lec ions highligh he impo ance o
e lec i e p ac ice in unde s anding eache s’ mo i a ion.
Dia ies acili a ed ans o ma i e lea ning by enabling sel -
awa eness and helping us, as esea che s and eache s,
iden i y challenges and oppo uni ies o u u e
imp o emen and p o essional g ow h (Maijala, 2023).
Thus, he duoe hnog aphic me hodology p o ides unique
insigh s in o he au ho s–pa icipan s’ mo i a ional
complex sys ems ha would ha e been challenging o
ob ain h ough ex e nal obse a ion o mo e adi ional
esea ch me hods, such as in e iews o su eys, as i
allowed us o in eg a e pe sonal, a ec i e esponses in o he
analysis, making he esea ch p ocess bo h a e lec i e and
o wa d-looking ool o p o essional de elopmen .
Ul ima ely, his s udy o e s se e al pedagogical
implica ions. Fi s ly, i emphasizes he need o ailo ed
s a egies o boos ESP eache mo i a ion and os e
esilience and adap abili y by acknowledging he
indi idualized and complex na u e o mo i a ion (Sampson,
2016). Secondly, i s esses he impo ance o p o essional
de elopmen cou ses o ESP eache s and o in eg a ing
e lec i e p ac ices, such as dia y-keeping, o help hem
manage and aise awa eness o he complex and luc ua ing
na u e o hei mo i a ion. Thi dly, i unde lines he
impo ance o implemen ing suppo s uc u es, such as pee
men o ing (wi h con en expe s) and egula eedback
sessions o help eache s na iga e ESP eaching
complexi ies. O e all, his s udy unde sco es he c i ical
ole o complex and dynamic app oaches in unde s anding
and enhancing eache mo i a ion, while conside ing hei
unique emo ional, cogni i e, and con ex ual agen s.
CONCLUSION
This s udy se ou o examine he dynamic and mul i ace ed
na u e o eache mo i a ion wi hin he ESP con ex ,
ocusing on how i ope a es as a CDS o emo ional s a es,
cogni i e o ces, and con ex ual ac o s. Howe e , he s udy
is no wi hou i s limi a ions. Fi s ly, we obse ed di e ing
emo ional exp essions in pa icipan s’ dia ies, wi h A1
o e ing mo e nuanced desc ip ions and A2 simple
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e lec ions. While he absence o speci ic guidelines may
explain his di e ence, i also allowed o au hen ic,
un es ic ed insigh s in o he eache s’ mo i a ional s a es.
Fu he mo e, he me hodology used limi s he
gene alizabili y o he indings o o he ESP con ex s, as i
ocuses on he expe iences o wo pa icipan s only.
Ul ima ely, he da a collec ion ime ame may no cap u e
long- e m mo i a ional pa e ns o luc ua ions ha could
eme ge o e an ex ended pe iod, po en ially o e looking
mo e complex dynamics in eache mo i a ion.
This s udy highligh s he impo ance o complex and
e lec i e app oaches o unde s anding eache mo i a ion.
Engaging wi h he duoe hnog aphic me hod was no only a
means o da a collec ion bu also a ans o ma i e ool o
us as eache s. I allowed us o c i ically examine ou
p ac ices, iden i y challenges, and de elop s a egies o
p o essional g ow h. By in eg a ing cogni ion, a ec , and
con ex – a he han examining hem in isola ion – his
pape ep esen s a deeply pe sonal and p o essional
explo a ion o ESP eache mo i a ion. O e all, his holis ic
pe spec i e opens a enues o u he esea ch and lays he
g oundwo k o mo e comp ehensi e amewo ks ha
cap u e he dynamic in e play o hese ac o s in eache s’
mo i a ional expe iences.
Acknowledgmen s
The au ho s a e deeply indeb ed o he e iewe s o hei insigh ul commen s and cons uc i e eedback, which ha e g ea ly con ibu ed
o imp o ing his wo k.
Au ho s’ Con ibu ions
IDB and BMC pa icipa ed in he design o he s udy and comple ed he da a collec ion, analysis, and in e p e a ion. Bo h au ho s we e
in ol ed in he d a ing, w i ing, and e iewing o he manusc ip and bo h ead and app o ed he inal e sion.
E hics App o al & Consen o Pa icipa e
Since he da a we e de i ed om he au ho s’ e ospec i e e lec ions, e hics app o al was no equi ed.
Funding
This wo k has been suppo ed by he Spanish Minis y o Science and Inno a ion (G an PID2022-137554NB-I00 unded by MCIN/AEI/
10.13039/501100011033 and by ERDF: A way o making Eu ope) as well as by he Ca alan Agency o Managemen o Uni e si y and
Resea ch G an s (AGAUR, G an 2021 SGR 01295).
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