Teaching English Language

Teaching English Language

Using Nonlinear Dynamic Motivational Strategies to Mitigate Reactance in EFL Classroom

Document Type : Original Article

Authors
1 Islamic Azad University, Sarab Branch, Iran
2 Vafadar Blvd., Shahid Sadoughi St., Hakimiyeh Exit, Shahid Babaee Highway, Tehran, Iran
3 English Department, Tabriz Branch, Islamic Azad University, Tabriz, Iran
10.22132/tel.2024.453227.1595
Abstract
The current discusses the significance of psychological reactance in teacher-learner interactions in an L2 teaching-learning context and highlights the importance of avoiding restrictive measures to enhance the instructional environment. The article investigated the effects of Non-linear Dynamic Motivational Strategies (NDMSs) on EFL learners in Iran, particularly in managing incivility, dissent, and resistance - all manifestations of psychological reactance in the Iranian EFL classroom setting. The study used a mixed methods approach to explore the impact of non-linear dynamic motivational strategies (NDMSs) on psychological reactance. The research design included both quantitative (the focus of this article) and qualitative data collection methods to thoroughly address the research questions. The quantitative phase of the study focused on comparing an experimental group receiving NDMSs to a control group receiving standard instruction, with a specific emphasis on psychological reactance. Ninety participants were selected based on OPT scores out of a total of 200 students, aged 19 to 30. Sessions were held twice weekly for a total of 16 sessions to minimize biases. Five experienced EFL teachers were chosen to ensure a comprehensive view of NDMS effectiveness. The study aimed to maintain validity while examining the impact of NDMSs in English language education. The research confirmed that NDMSs are effective in alleviating and managing psychological resistance in second language settings. As a result, it is reasonable to assume that restricting learners' freedom of expression, choices, and options in a discouraging and authoritarian L2 classroom can lead to unwanted behaviors that educators should work to avoid.
Keywords

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Articles in Press, Accepted Manuscript
Available Online from 25 October 2026

  • Receive Date 20 April 2025
  • Revise Date 25 July 2025
  • Accept Date 03 October 2026