مشخصات پژوهش

In recent decades, research in second and foreign language acquisition (SLA) has undergone a marked shift from static, trait-based views of motivation toward more dynamic, context-sensitive, and emotion-oriented perspectives (Al-Hoorie, 2017; Dörnyei & Ryan, 2015; Larsen-Freeman & Cameron, 2008). Motivation is no longer seen as a stable learner characteristic but as a fluctuating system shaped by classroom experiences, interpersonal relationships, and emotional processes (Dörnyei et al., 2015; Mercer & MacIntyre, 2014). Within this dynamic turn, scholars have increasingly emphasized the importance of positive emotions and supportive classroom environments in sustaining long-term engagement in language learning (MacIntyre et al., 2016; Mercer, 2017; Seligman & Csikszentmihalyi, 2000). One of the most influential developments in this line of research is the concept of Directed Motivational Currents (DMCs). DMCs refer to intense, enduring motivational surges that propel learners toward a highly valued long-term goal through sustained, goal-oriented behavior (Dörnyei et al., 2014; Dörnyei et al., 2016; Henry et al., 2015). Unlike everyday motivation, DMCs involve a powerful combination of a vivid future vision, a structured behavioral pathway, and strong positive emotional loading that helps learners maintain exceptional levels of effort over extended periods (Ibrahim, 2016a; Muir, 2016). Research has shown that DMCs can be triggered by meaningful learning projects, clear goal structures, and socially supportive learning environments (Ibrahim & Al-Hoorie, 2019; Peng & Phakiti, 2022). However, empirical studies have so far focused more on individual goal processes and less on interpersonal classroom factors, particularly the role of teachers in facilitating or sustaining such motivational currents (Jahedizadeh & Al-Hoorie, 2021; Muir, 2020). At the same time, the rise of positive psychology in SLA has drawn attention to Foreign Language Enjoyment (FLE) as a central emoti