Huimin Dai

Dynamic Motivational Systems Theory posits that motivation constitutes a complex, adaptive system shaped by multi-factor interactions and environmental contingencies—transcending static analytical paradigms to generate novel theoretical trajectories for the research on the L2 Acquisition in university-level English education. Contemporary university EFL learners exhibit fragmented motivational structures, ephemeral persistence, and mono-dimensional engagement pathways—collectively compromising acquisition efficacy and impeding proficiency progression. Based on the fundamental principles of the Dynamic Motivational Systems Theory, this study explores the relationship between the motivational systems and the L2 Acquisition pathways in tertiary-level English teaching and in students’ authentic L2 Acquisition process, identifies the primary challenges that hinder motivational dynamic development in current L2 Acquisition pathways and proposes actionable concrete improvement strategies to facilitate learners to establish an effective L2 Acquisition model, amplify their English application capabilities, and provide insights for the reform in university-level English education. Based on the fundamental principles of the Dynamic Motivational Systems Theory, this study explores the relationship between the motivational systems and the L2 Acquisition pathways in tertiary-level English teaching and in students’ authentic L2 Acquisition process, identifies the primary challenges that hinder motivational dynamic development in current L2 Acquisition pathways and proposes actionable concrete improvement strategies to facilitate learners to establish an effective L2 Acquisition model, amplify their English application capabilities, and provide replicable insights for the reform in university-level English education.

Dynamic Motivational Systems Theory; University-level English; Second Language Acquisition (L2 Acquisition); Pathway Optimization

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