Motivational fluctuations in Hungarian as a foreign language classrooms: an empirical investigation of short-term changes

Abstract

This study investigates short-term motivational dynamics in Hungarian as a foreign language (HFL) classrooms through the lens of Complex Dynamic Systems Theory (CDST). Using an adapted version of the Motometer, learners (N=66 across seven beginner-level university classes) rated their momentary motivation at five pre-determined points during 90-minute lessons. Quantitative data were complemented by brief written justifications to contextualize fluctuations. Results indicate that motivation varied significantly within single lessons, yet not randomly. Instead, motivational trajectories displayed patterned variability characterized by
temporary stabilization phases and context-sensitive shifts. Interactive, collaborative, and creative tasks frequently
functioned as positive perturbations, leading to short-term motivational increases, whereas cognitive overload, fatigue, and perceived task difficulty were associated with declines. Importantly, identical classroom events elicited divergent responses across learners, underscoring the heterogeneous and individualized nature of motivational systems. Across lessons, two recurring tendencies emerged: a motivational rise following initial warm-up activities and, in several cases, elevated end-of-lesson ratings. These patterns suggest that lesson structure itself may operate as a recurrent attractor within classroom motivational dynamics. The findings support a dynamic, non-linear understanding of L2 motivation and contribute empirical evidence from a less commonly taught language context. Pedagogically, the results highlight the importance of varied task design, differentiation, and dramaturgical awareness in lesson planning to accommodate diverse motivational configurations within the classroom.