Reconceptualising Intensive Motivation in Language Learning: Towards a Metamotivation‐Embedded Model of Directed Motivational Currents

ABSTRACT Intensive, long‐term motivational episodes such as directed motivational currents (DMCs) can shape language learning outcomes, yet their internal dynamics of maintenance, disruption and repair remain under‐theorised. This theory‐driven integrative review addresses this problem by synthesising three strands of work (on DMCs, metamotivation in psychology and motivation regulation/self‐regulated learning in language education) through a selective, conceptually oriented analysis. It shows that while DMC theory emphasises structural ‘autopilot’ mechanisms (visions, routines, positive affect), empirical studies reveal frequent disruptions and emotional strain, whereas metamotivation and SRL research elaborate knowledge–monitoring–control processes but have rarely been applied to such intensive episodes in language learning. On this basis, the review proposes a metamotivation‐embedded model in which DMC‐like structures are sustained by an internal component that orients motivational modes, monitors task–motivation fit and reconfigures goals and strategies in response to threats. It outlines a research agenda on construct development, process‐sensitive designs and pedagogical interventions, and argues that cultivating learners’ metamotivational competence is essential for harnessing intensive motivation in educational contexts.