Longitudinal L2 motivation inquiry: a response to Lamb’s (2016) ‘when motivation research motivates: issues in long-term empirical investigations’

ABSTRACT

In this paper we review Martin Lamb’s (2016) publication when motivation research motivates: issues in long-term empirical investigations. We discuss his insightful arguments about the challenges and opportunities related to the engagement with longitudinal research. We begin with a discussion of the concept of context and unpack the complex socio-cultural dimensions associated with this notion. We also reflect on the potential of establishing a sustainable relationship with research participants and highlight some of the critical ethical considerations concerning a longitudinal researcher-participant relationship. We then delve into the effects a researcher may have on their participants and, here again, offer some suggestions and recommendations which would promote ethical behaviour that safeguards both the participants’ and researcher’s well-being. Finally, we critique the notion of ‘validity’ in relation to the findings emerging from a longitudinal qualitative research project where the researcher directly influences the process(es) involved, their participants and, ultimately, their data. We recommend a reflexive and reflective approach whereby the researcher capitalises on their own presence within the research context and utilises such presence and the research itself as beneficial influences on the participants’ life.

KEYWORDS:

• Qualitative research
• longitudinal
• motivation
• ethical
• reflection
• reflexivity

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Sal Consoli is an ESRC-PhD candidate at the Centre for Applied Linguistics at the University of Warwick where he also coordinates the pre-sessional course and teaches on the BA and MA programmes. He also teaches Spanish in the School of Modern Languages and Cultures. His primary research interests revolve around the psychology for teaching and learning in Higher Education with a specific focus on the motivation to learn English for Academic Purposes. His research approach sits within the epistemological and methodological traditions of narrative inquiry and practitioner research.

Takumi Aoyama is a PhD candidate in English Language Teaching and Applied Linguistics at the Centre for Applied Linguistics, University of Warwick, and a Lecturer at Shimane University, Japan. His primary research interests include psychology of language learning, focusing particularly on the relationships between Japanese EFL learners’ learning experience and motivation. Also, in his recent publications, he discusses the issues around quantitative and qualitative research methodology in L2 research.