A narrative inquiry into the dynamics of language learning motivation fluctuations over time

This research investigates fluctuations in second language motivation (L2 motivation), with a focus on phases of demotivation and remotivation across extended learning trajectories. It examines the motivational experiences of female Saudi learners who learned English from early childhood through school and into their first year of university. Adopting a holistic and contextual perspective, the research explores how motivation shifts over time, identifies key demotivating and remotivating factors, and examines learners' responses to motivational decline and renewal. It also considers their perceptions of sustaining motivation throughout long term language learning. By grounding the analysis in the Saudi context, the research offers insight into how personal, educational, and sociocultural factors interact to shape L2 motivational development. A qualitative exploration was employed, with narrative inquiry informing data collection and analysis. Data were gathered through oral and written narratives, including informal interviews, written narratives, semi-structured interviews, and oral or written messages. Thematic analysis was used to examine these narratives, allowing for a deeper insight of how learners navigate fluctuations in L2 motivation and make sense of their motivational trajectories over time. Findings highlight the dynamic, context dependent nature of L2 motivation. Participants’ experiences were shaped by influences operating at personal, educational, and societal levels, highlighting the value of a multi-level analytical approach in understanding motivation. Thus, learners' rich experiences are integral to the exploration of concepts encompassed within Life Capital (LC) (Consoli, 2020, 2022). Furthermore, key motivational factors were aligned with Self-Determination Theory (SDT) (Ryan and Deci, 1985), particularly the needs for autonomy, competence, and relatedness. Fulfilment of these needs enhanced motivation, while their absence contributed to motivational decline. The research also reveals how learners respond to these changes through both adaptive and maladaptive coping strategies. This research contributes to the L2 motivation literature by offering a detailed, context-rich account of L2 motivation as a fluctuating and interactive process. It calls for a shift away from static conceptualizations toward more dynamic, ecologically valid models that reflect the evolving nature of learner motivation. These findings further emphasize the importance of policies and practices that support learners’ psychological needs, thereby fostering sustainable motivation. Ultimately, the research advocates for placing learners lived experiences at the centre of motivational inquiry.