The idiodynamic method as an innovative research tool in L2 motivation

Second language learning motivation (L2) research has a strong nomothetic tradition. However, such research is inherently limited when applied to specific classrooms and/or individual learners. Accordingly, growing attention has been paid to relationships between trait-like and situational aspects of motivation, foregrounding the role of context in research. In recent years, motivation and other learner differences (LDs) have been conceptualized as dynamic, interacting continuously, and manifesting differently at different timescales. Idiodynamics was developed to capture represenations of learners’ in situ motivation(s) (or other LDs) as they fluctuate on a second-to-second basis. Participant(s) are videoed taking part in a learning/communication event. The participant reviews the video and continuously reports changes in their motivational status (idiodynamic ratings) using specialized software. These ratings are then used in a stimulated recall interview, eliciting rationale for changes in the participant’s status. The current article reviews epistemological arguments for using the idiodynamic method as a stand-alone method and alongside existing, nomothetic methods. Idiodynamics has ecological and time validity that encourages researchers to revisit prior L2 motivational theories and findings. We consider six ways in which idiodynamic research may be juxtaposed with – and complement – such work. We describe some of the key empirical idiodynamic findings concerning L2 motivation and related affective variables showing the range, scope, and potential of this research approach. Data analysis and visualization are discussed along with limitations. To promote and facilitate future idiodynamic studies, we finally discuss future directions and innovative adaptations of the approach.