There is a pressing need to develop methodology to study complex dynamic systems. In this chapter we review 12 specific methods that offer solutions to the methodological challenges presented by a dynamic approach. Specific methods include several qualitative interview designs, longitudinal cluster analysis, Q-methodology, the trajectory equifinality model, the idiodynamic method, latent growth modelling, and change point analysis. The collection of methods provides an overview of qualitative, quantitative, and mixed-methods approaches that have been applied to the study of complex dynamic systems. Each reviewed procedure has been applied to the study of motivation for language learning and demonstrates how to take account of multiple timescales, initial conditions, and dynamic stability among other issues. Even as methods are being refined, novel research findings are emerging. The lasting impact of Complexity Theory on the field of second language development depends on closing the present gap between metaphorical and/or theoretical development and specific research methods.
Article outline
Introduction
Lessons for SLA from psychology
CDST in SLA, applied motivation
Specific methods for the CDST study of individual differences in motivation
Longitudinal qualitative interview design
Retrodictive qualitative modelling
Qualitative comparative analysis (QCA)
Two-stage qualitative interview design
Qualitative interview design gathering data on multiple timescales
Allport, G. W. (1961). Pattern and growth in personality. Oxford, MA: Holt, Rinehart & Winston.
Allport, G. W. (1962). The general and the unique in psychological science. Journal of Personality, 30(3), 405–422.
Baba, K. & Nitta, R. (2014). Phase transitions in the development of writing fluency from a complex dynamic systems perspective. Language Learning, 64(1), 1–35.
Brown, S. R. (1980). Political subjectivity: Applications of Q methodology in political science. New Haven, CT: Yale University Press.
Byrne, B. M. (2010). Structural equation modeling with Amos: Basic concepts, applications, and programming (2nd ed). New York, NY: Routledge.
Byrne, B. M., & Crombie, G. (2003). Modelling and testing change: An introduction to the latent growth curve model. Understanding Statistics, 2(3), 177–203.
Byrne, D., & Callaghan, G. (2014). Complexity theory and the social sciences: The state of the art. New York, NY: Routledge.
Corbetta, D., & Ulrich, B. D. (2008). Esther Thelen’s legacy: A dynamic world that continues to reach out to others. Infancy, 13(3), 197–203.
Csizér, K., & Jamieson, J. (2013). Cluster analysis. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. Malden, MA: Blackwell.
de Bot, K. (2011). Epilogue. In M. H. Verspoor, K. de Bot, & W. Lowie (Eds.), A dynamic approach to second language development: Methods and techniques (pp. 123–127). Amsterdam: John Benjamins.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford, UK: Oxford University Press.
Dörnyei, Z. (2010). The relationship between language aptitude and language learning motivation: Individual differences from a dynamic systems perspective. In E. Macaro (Ed.), Continuum companion to second language acquisition (pp. 247–267). London: Continuum.
Dörnyei, Z. (2014). Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom. Language Teaching, 47(1), 80–91.
Dörnyei, Z., MacIntyre, P. D., & Henry, A. (2015). Introduction: Applying complex dynamic systems principles to empirical research on L2 motivation. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 1–7). Bristol, UK: Multilingual Matters.
Dörnyei, Z. & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow, UK: Longman.
Fink, S. (2013). An exploration of the dynamic processes affecting EFL learners’ willingness to communicate during speaking activities. Unpublished master’s thesis, University of Graz, Austria.
Gregersen, T. & MacIntyre, P. D. (2015). ‘I can see a little bit of you in myself’: A dynamic systems approach to the inner dialogue between teacher and learner selves. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 260–284). Bristol, UK: Multilingual Matters.
Gregersen, T., MacIntyre, P. D., & Meza, M. D. (2014). The motion of emotion: Idiodynamic case studies of learners’ foreign language anxiety. Modern Language Journal, 98(2), 574–588.
Hall, C. S. (1954). A primer of Freudian psychology. New York, NY: World Publishing Company.
Henry, A. (2015). The dynamics of L3 motivation: A longitudinal interview/observation based study. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 315–342). Bristol, UK: Multilingual Matters.
Hiver, P. (2015). Once burned, twice shy: The dynamic development of system immunity in teachers. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 214–237). Bristol, UK: Multilingual Matters.
Howritz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125–132.
Irie, K. & Ryan, S. (2015). Study abroad and the dynamics of change in learner L2 self-concept. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 343–366). Bristol, UK: Multilingual Matters.
Larsen-Freeman, D. (2017). Complexity Theory: The lessons continue. In L. Ortega & Z-H. Han (Eds.), Complexity Theory and language development: In celebration of Diane Larsen-Freeman. Amsterdam: John Benjamins. (this volume)
Larsen-Freeman, D. & Cameron, L. (2008). Complex systems and applied linguistics. Oxford, UK: Oxford University Press.
Legewie, N. (2013). An Introduction to applied data analysis with qualitative comparative analysis. Forum Qualitative Sozialforschung / Forum Qualitative Social Research, 14(3). Retrieved from <[URL]>
Lewis, M. D. (2011). Dynamic systems approaches: Cool enough? Hot enough?Child Development Perspectives 5(4), 279–285.
MacIntyre, P. D. (2010). Perspectives on motivation for second language learning on the 50th anniversary of Gardner & Lambert (1959). Language Teaching, 43, 374–377.
MacIntyre, P. D. (2012). The idiodynamic method: A closer look at the dynamics of communication traits. Communication Research Reports 29(4), 361–367.
MacIntyre, P. D. (2013). The dynamics of sexual relationship development. In R. S. Stewart (Ed.), Talk about sex: A multidisciplinary discussion (pp. 67–83). Sydney, Canada: CBU Press.
MacIntyre, P. D., & Legatto, J. J. (2011). A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing affect. Applied Linguistics, 32(2), 149–171.
MacIntyre, P. D. & Serroul, A. (2015). Motivation on a per-second timescale: Examining approach-avoidance motivation during L2 task performance. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 109–138). Bristol, UK: Multilingual Matters.
MacIntyre, P. D., Dörnyei, Z, & Henry, A. (2015). Conclusion: Hot enough to be cool: The promise of dynamic systems research. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 419–429). Bristol, UK: Multilingual Matters.
McArdle, J. J. & Epstein, D. (1987). Latent growth curves with developmental structural equation models. Child Development, 58(1), 110–133.
McArdle, J. J. & Kadlec, K. M. (2013). Structural equation models. In T. D. Little (Ed.), The Oxford handbook of quantitative methods, Volume 2, Statistical analysis. New York, NY: Oxford University Press.
Mercer, S. (2011). Understanding learner agency as a complex dynamic system. System, 39(4), 427–436.
Mercer, S. (2014). The self from a complexity perspective. In S. Mercer & M. Williams (Eds.), Multiple perspectives on the self in SLA (pp. 160–176). Bristol, UK: Multilingual Matters.
Mercer, S. (2015). Dynamics of the self: A multilevel nested systems approach. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 139–163). Bristol, UK: Multilingual Matters.
Nitta, R. (2013). Understanding motivational evolution in the EFL classroom: A longitudinal study from a dynamic systems perspective. In M. T. Apple, D. DaSilva & T. Fellner (Eds.), Foreign language motivation in Japan (pp. 268–290). Bristol, UK: Multilingual Matters.
Nitta, R. & Baba, K. (2015). Self-regulation in the evolution of the ideal l2 self: A complex dynamic systems approach to the L2 motivational self system. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 367–396). Bristol, UK: Multilingual Matters.
Papi, M., & Teimouri, Y. (2014). Language learner motivational types: A cluster analysis study. Language Learning, 64(3), 493–525.
Pawlak, M. (2012). The dynamic nature of motivation in language learning: A classroom perspective. Studies in Second Language Learning and Teaching 2(2), 249–278.
Pinel, K. & Csizér, K. (2015). Changes in motivation, anxiety, and self-efficacy during the course of an academic writing seminar. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 164–194). Bristol: Multilingual Matters.
Preacher, K. J., Wichman, A. L., MacCallum, R. C., & Briggs, N. E. (2008). Latent growth curve modeling. Thousand Oaks, CA: Sage.
Ragin, C. (1989). The logic of the comparative method and the algebra of logic. Journal of Quantitative Anthropology 1(2), 373–398.
Ragin, C. (2006). Set relations in social research: Evaluating their consistency and coverage. Political Analysis, 14(3), 291–310.
Ragin, C. (2009a). Qualitative comparative analysis (QCA) as an approach. In B. Rihoux & C. Ragin (Eds.), Configurational comparative methods: Qualitative comparative analysis (QCA) and related techniques (pp. 1–18). Thousand Oaks, CA: Sage.
Ragin, C. (2009b). Reflections on casing and case-oriented research. In D. Byrne & C. C. Ragin (Eds.), The Sage handbook of case-based methods (pp. 523–534). London: Sage.
Rihoux, B., & Lobe, B. (2009). The case for qualitative comparative analysis (QCA): Adding leverage for thick cross-case comparison. In D. Byrne & C. C. Ragin (Eds.), The Sage handbook of case-based methods (pp. 222–242). London: Sage.
Ryckman, R. M. (2008). Theories of personality (9th ed.). Belmont, CA: Cengage Learning/Wadsworth.
Saldaña, J. (2003). Longitudinal qualitative research: Analyzing change through time. Walnut Creek, CA: AltaMira Press.
Sato, T. (2009). TEM de hajimeru shitsuteki kenkyu [Qualitative research using TEM]. Tokyo: Seishinshobo.
Steenbeek, H., Jansen, L. & van Geert, P. (2012). Scaffolding dynamics and the emergence of problematic learning trajectories. Learning and Individual Differences, 22(1), 64–75.
Thelen, E. & Smith, L. B. (1996). A dynamic systems approach to the development of cognition and action. Cambridge, MA: The MIT Press.
Thomson, R., Plumridge, L., & Holland, J. (2003). Longitudinal qualitative research: A developing methodology. International Journal of Social Research Methodology 6(3), 185–187.
Valsiner, J. & Sato, T. (2006). Historically structured sampling (HSS): How can psychology’s methodology become tuned into the reality of the historical nature of cultural psychology? In J. Straub, C. Kölbl, D. Weidemann & B. Zielke (Eds.), Pursuit of meaning: Advances in cultural and cross-cultural psychology (pp. 215–251). Bielefeld, Germany: Verlag.
van Dijk, M., Verspoor, M., & Lowie, W. (2011). Variability and DST. In M. H. Verspoor, K. de Bot, & W. Lowie (Eds.), A dynamic approach to second language development (pp. 55–84). Amsterdam: John Benjamins.
van Geert, P. (2008). The dynamic systems approach in the study of L1 and L2 acquisition: An introduction. Modern Language Journal, 92(2), 179–199.
Verspoor, M., Lowie, W., van Geert, P., van Dijk, M., & Schmid, M. S. (2011). How to sections. In M. H. Verspoor, K. de Bot, & W. Lowie (Eds.) A dynamic approach to second language development (pp. 129–199). Amsterdam: John Benjamins.
von Bertalanffy, L. (1968). General systems theory: Foundations, development, applications. New York, NY: George Braziller.
Waninge, F. (2015). Motivation, emotion and cognition: Attractor states in the classroom. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 195–213). Bristol, UK: Multilingual Matters.
Waninge, F., Dörnyei, Z., & de Bot, K. (2014). Motivational dynamics in language learning: Change, stability and context. Modern Language Journal, 98(3), 704–723.
Watts, S. & Stenner, P. (2005). Doing Q methodology: Theory, method and interpretation. Qualitative Research in Psychology, 2(1), 67–91.
Watts, S. & Stenner, P. (2007). Q methodology: The inverted factor technique. The Irish Journal of Psychology, 28(1–2), 63–76.
Watts, S. & Stenner, P. (2012). Doing Q methodological research: Theory, method and interpretation. London: Sage.
Yashima, T. & Arano, K. (2015). Understanding EFL learners’ motivational dynamics: A three-level model from a dynamic systems and sociocultural perspective. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 285–314). Bristol, UK: Multilingual Matters.
You, J. C. & Chan, L. (2015). The dynamics of L2 imagery in future motivational self-guides. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 397–418). Bristol, UK: Multilingual Matters.
Cited by (16)
Cited by 16 other publications
Henry, Alastair, Cecilia Thorsen & Peter D. MacIntyre
2024. Willingness to communicate in a multilingual context: part two, person-context dynamics. Journal of Multilingual and Multicultural Development 45:4 ► pp. 1033 ff.
Henry, Alastair, Cecilia Thorsen & Peter D. MacIntyre
2024. Willingness to communicate in a multilingual context: part one, a time-serial study of developmental dynamics. Journal of Multilingual and Multicultural Development 45:4 ► pp. 937 ff.
Piniel, Katalin
2024. Complex Dynamic Systems Theory and Language Anxiety. In Investigating Foreign Language Anxiety [Second Language Learning and Teaching, ], ► pp. 125 ff.
Fraschini, Nicola
2023. Language learners’ emotional dynamics: insights from a Q methodology intensive single-case study. Language, Culture and Curriculum 36:2 ► pp. 222 ff.
2023. Network analysis for modeling complex systems in SLA research. Studies in Second Language Acquisition 45:2 ► pp. 526 ff.
Han, ZhaoHong, Eun Young Kang & Sarah Sok
2023. The complexity epistemology and ontology in second language acquisition: A critical review. Studies in Second Language Acquisition 45:5 ► pp. 1388 ff.
Fogal, Gary G.
2022. Second language writing from a complex dynamic systems perspective. Language Teaching 55:2 ► pp. 193 ff.
Hiver, Phil, Ali H. Al-Hoorie & Reid Evans
2022. COMPLEX DYNAMIC SYSTEMS THEORY IN LANGUAGE LEARNING. Studies in Second Language Acquisition 44:4 ► pp. 913 ff.
Morea, Nicola
2022. Investigating change in subjectivity: The analysis of Q-sorts in longitudinal research. Research Methods in Applied Linguistics 1:3 ► pp. 100025 ff.
Zhang, Shuang, Huiping Zhang & Cun Zhang
2022. A Dynamic Systems Study on Complexity, Accuracy, and Fluency in English Writing Development by Chinese University Students. Frontiers in Psychology 13
Pinner, Richard S. & Richard J. Sampson
2021. Humanizing TESOL Research Through the Lens of Complexity Thinking. TESOL Quarterly 55:2 ► pp. 633 ff.
Yang, Jianbo
2021. Revisiting Research Methods in Language Learning Psychology From a Complexity Dynamic System Theory Perspective. Frontiers in Psychology 12
Levine, Glenn S.
2020. References. The Modern Language Journal 104:S1 ► pp. 103 ff.
Dörnyei, Zoltán
2019. From Integrative Motivation to Directed Motivational Currents: The Evolution of the Understanding of L2 Motivation over Three Decades. In The Palgrave Handbook of Motivation for Language Learning, ► pp. 39 ff.
Zheng, Yongyan, Xiuchuan Lu & Wei Ren
2019. Profiling Chinese university students’ motivation to learn multiple languages. Journal of Multilingual and Multicultural Development 40:7 ► pp. 590 ff.
ZHENG, YONGYAN, XIUCHUAN LU & WEI REN
2020. Tracking the Evolution of Chinese Learners’ Multilingual Motivation Through a Longitudinal Q Methodology. The Modern Language Journal 104:4 ► pp. 781 ff.
This list is based on CrossRef data as of 25 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.