Cover not available

In:Research Methods in Complex Dynamic Systems Theory Approaches to Second Language Development
Edited by Wander Lowie, Rosmawati and Vanessa De Wilde
[Research Methods in Applied Linguistics 14] 2025
► pp. 80–101

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
authorization required

Chapter 5
A latent transition analysis of Chinese EFL learners’ motivational profiles

Configurations, stability, and transitions

 | Guangdong University of Foreign Studies
 | Dalian University of Technology
Published online: 11 September 2025
DOI logo with link
https://doi.org/10.1075/rmal.14.05pen
Abstract
This chapter addresses the limitations of traditional variable-centered approaches in capturing the complexity of second language (L2) motivation, by adopting a person-centered, longitudinal framework. Specifically, it introduces latent transition analysis (LTA) as a powerful analytic technique for modeling motivational change over time, scrutinizing learners’ motivational configurations and dynamics. In this chapter, we first outline the paradigm shift toward person-centered research in L2 motivation and explain key methodological and statistical elements of LTA. We then demonstrate how to identify latent motivational profiles among Chinese EFL learners and model their transitions over time using Mplus. The chapter concludes with methodological reflections on applying this Complex Dynamic Systems Theory (CDST)-informed approach, highlighting challenges and best practices for analyzing L2 learning and development.
Article outline
  • Introduction
  • Paradigm shift toward a dynamic, holistic perspective on L2 motivation
  • Adopting person-centered approaches to L2 motivation
  • LTA: A step-by-step procedure
    • Step 0: Examining descriptive statistics
    • Step 1: Uncovering latent profiles for each time point
    • Step 2: Ensuring fair comparisons across time points
    • Step 3: Mapping transitions between profiles across time points
    • Step 4: Including covariates in the LTA Model (optional)
  • Empirical illustration: LTA for L2 motivational structure and dynamics
    • Participants
    • Measures
    • Data analysis
    • Identifying typical motivational profiles for each time point
    • Testing profile similarity based on time-specific LPAs results
    • Modeling transitions between profiles across time points
    • Results
      • Time-specific LPAs: Four profiles identified
      • Characteristics of the four motivation profiles
      • Stability and transitions of the motivation profiles
  • Affordances and limitations of the method in focus
  • Conclusion and future directions
  • References
References (41)
References
Bakk, Z., & Vermunt, J. K. (2016). Robustness of stepwise latent class modeling with continuous distal outcomes. Structural Equation Modeling: A Multidisciplinary Journal, 23, 20–31. Google Scholar logo with link to Google Scholar
Bergman, L. R., & Magnusson, D. (1997). A person-oriented approach in research on developmental psychopathology. Development and Psychopathology, 9, 291–319. Google Scholar logo with link to Google Scholar
Bergman, L. R., & Lundh, L. G. (2015). Introduction: the person-oriented approach: Roots and roads to the future. Journal for Person-Oriented Research, 1(1–2), 1–6. Google Scholar logo with link to Google Scholar
Boo, Z., Dörnyei, Z., & Ryan, S. (2015). L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape. System, 55, 145–157.Google Scholar logo with link to Google Scholar
Chan, L., & Dörnyei, Z., & Henry, A. (2015). Learner archetypes and signature dynamics in the language classroom: A retrodictive qualitative modelling approach to studying L2 motivation. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 238–259). Multilingual Matters.Google Scholar logo with link to Google Scholar
Collins, L. M., & Lanza, S. T. (2010). Latent class and latent transition analysis: With applications in the social, behavioral, and health sciences. John Wiley & Sons.Google Scholar logo with link to Google Scholar
Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274. Google Scholar logo with link to Google Scholar
DeWaele, J. M., & MacIntyre, P. D. (2016). Foreign language enjoyment and foreign language classroom anxiety: The right and left feet of the language learner. In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 215–236). Multilingual Matters. Google Scholar logo with link to Google Scholar
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
(2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters.Google Scholar logo with link to Google Scholar
(2019). From integrative motivation to directed motivational currents: The evolution of the understanding of L2 motivation over three decades. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), The Palgrave handbook of motivation for language learning (pp. 39–69). Palgrave Macmillan. Google Scholar logo with link to Google Scholar
Dörnyei, Z., & Muir, C. (2019). Creating a motivating classroom environment. In X. Gao (Ed.), Second handbook of English language teaching (pp. 719–736). Springer. Google Scholar logo with link to Google Scholar
Gillet, N., Morin, A. J., & Reeve, J. (2017). Stability, change, and implications of students’ motivation profiles: A latent transition analysis. Contemporary Educational Psychology, 51, 222–239. Google Scholar logo with link to Google Scholar
Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94(3), 319–340. Google Scholar logo with link to Google Scholar
(2014). Beyond pleasure and pain: How motivation works. Oxford University Press.Google Scholar logo with link to Google Scholar
Horwitz, A. V., & White, H. R. (1991). Becoming married, depression, and alcohol problems among young adults. Journal of Health and Social Behavior, 32(3), 221–237. Google Scholar logo with link to Google Scholar
Howard, J. L., Morin, A. J., & Gagné, M. (2021). A longitudinal analysis of motivation profiles at work. Motivation and Emotion, 45(1), 39–59. Google Scholar logo with link to Google Scholar
Liu, M., & Oga-Baldwin, W. Q. (2022). Motivational profiles of learners of multiple foreign languages: A self-determination theory perspective. System, 106, 102762. Google Scholar logo with link to Google Scholar
MacIntyre, P. D. (2017). An overview of language anxiety research and trends in its development. In C. Gkonou, M. Daubney, & J-M. Dewaele (Eds.), New insights into language anxiety (pp. 31–48). Multilingual Matters.Google Scholar logo with link to Google Scholar
Morin, A. J. S., Arens, A. K., & Marsh, H. W. (2016). A bifactor exploratory structural equation modeling framework for the identification of distinct sources of construct-relevant psychometric multidimensionality. Structural Equation Modeling, 23, 116–139. Google Scholar logo with link to Google Scholar
Morin, A. J. S., & Litalien, D. (2017). Webnote: Longitudinal tests of profile similarity and latent transition analyses. Substantive Methodological Synergy Research Laboratory.Google Scholar logo with link to Google Scholar
Muthén, B. (2003). Statistical and substantive checking in growth mixture modeling: Comment on Bauer and Curran. Psychological Methods, 8(3), 369–377. Google Scholar logo with link to Google Scholar
Nylund, K. L., Asparouhov, T., & Muthén, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling: A Multidisciplinary Journal, 14(4), 535–569. Google Scholar logo with link to Google Scholar
Nylund-Gibson, K., Garber, A. C., Carter, D. B., Chan, M., Arch, D. A., Simon, O., … & Lawrie, S. I. (2023). Ten frequently asked questions about latent transition analysis. Psychological Methods, 28(2), 284. Google Scholar logo with link to Google Scholar
Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38(3), 467–479.Google Scholar logo with link to Google Scholar
Papi, M., & Hiver, P. (2020). Language learning motivation as a complex dynamic system: A global perspective of truth, control, and value. The Modern Language Journal, 104(1), 209–232. Google Scholar logo with link to Google Scholar
Papi, M., & Teimouri, Y. (2014). Language learner motivational types: A cluster analysis study. Language Learning, 64(3), 493–525. Google Scholar logo with link to Google Scholar
Peng, H., Jager, S., & Lowie, W. (2022a). A person-centred approach to L2 learners’ informal mobile language learning. Computer Assisted Language Learning, 35(9), 2148–2169. Google Scholar logo with link to Google Scholar
Peng, H., Lowie, W., & Jager, S. (2022b). Unravelling the idiosyncrasy and commonality in L2 developmental processes: A time-series clustering methodology. Applied Linguistics, 43(5), 891–911. Google Scholar logo with link to Google Scholar
Piniel, K. and 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). Multilingual Matters.Google Scholar logo with link to Google Scholar
Saito, K., Dewaele, J. M., Abe, M., & In’nami, Y. (2018). Motivation, emotion, learning experience, and second language comprehensibility development in classroom settings: A cross-sectional and longitudinal study. Language Learning, 68(3), 709–743. Google Scholar logo with link to Google Scholar
Saqr, M., López-Pernas, S., & Vogelsmeier, L. V. (2023). When, how and for whom changes in engagement happen: A transition analysis of instructional variables. Computers & Education, 207, 104934. Google Scholar logo with link to Google Scholar
Sorgente, A., Lanz, M., Serido, J., Tagliabue, S., & Shim, S. (2019). Latent transition analysis: Guidelines and an application to emerging adults’ social development. TPM: Testing, Psychometrics, Methodology in Applied Psychology, 26(1), 39–72. Google Scholar logo with link to Google Scholar
Teimouri, Y. (2016). L2 selves, emotions, and motivated behaviors. Studies in Second Language Acquisition, 39(4), 681–709. Google Scholar logo with link to Google Scholar
Tinto, V. (2022). Exploring the character of student persistence in higher education: The impact of perception, motivation, and engagement. In A. L. Reschly & S. L. Christenson (Eds.), Handbook of research on student engagement (pp. 357–379). Springer. Google Scholar logo with link to Google Scholar
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). Multilingual Matters.Google Scholar logo with link to Google Scholar
You, C. J., & Dörnyei, Z. (2016). Language learning motivation in China: Results of a large-scale stratified survey. Applied Linguistics, 37(4), 495–519. Google Scholar logo with link to Google Scholar
Yu, H., & Lowie, W. (2020). Dynamic paths of complexity and accuracy in second language speech: A longitudinal case study of Chinese learners. Applied Linguistics, 41(6), 855–877. Google Scholar logo with link to Google Scholar
Yu, H., & Peng, H. (2024). Exploring unobserved heterogeneity of speech fluency and its dynamic interactions with emotions. Applied Linguistics Review. Google Scholar logo with link to Google Scholar
Yu, H., Lowie, W., & Peng, H. (2024). Understanding salient trajectories and emerging profiles in the development of Chinese learners’ motivation: A growth mixture modeling approach. IRAL-International Review of Applied Linguistics in Language Teaching, 62(2), 223–248. Google Scholar logo with link to Google Scholar
Yu, H., Peng, H., & Lowie, W. (2022). Dynamics of language learning motivation and emotions: A parallel-process growth mixture modeling approach. Frontiers in Psychology, 13. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue