Zoltán Dörnyei is Professor of Psycholinguistics at the School of English, University of Nottingham, UK.Alastair Henry is an Associate Professor in language education at University West, Sweden.Christine Muir is a Postgraduate Teaching Fellow at the School of English, University of Nottingham, UK.

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• 1. Introduction: Three Stories. 2. DMCs Versus Long-Term Motivation: Positioning DMCs Within L2 Motivation Theory. 3. Vistion: The ‘Directed’ Aspects of DMCs. 4. The Launch of a DMC: Shifting into Hyperdrive. 5. The Unique Structure of a DMC: Utilizing ‘Renewable Energy’. 6. Positive Emotional Loading: Eudaimonic Well-Being and Authenticity. 7. When the Current Begins to Wane: The Nature of Effort and the Longer-term Sustainability of DMCs. 8. Introducing ‘Group-DMCs’. 9. Generating DMCs in the Language Classroom.

Zoltán Dörnyei is Professor of Psycholinguistics at the School of English, University of Nottingham, UK.Alastair Henry is an Associate Professor in language education at University West, Sweden.Christine Muir is a Postgraduate Teaching Fellow at the School of English, University of Nottingham, UK.

Select Guide Rating

• 1. Introduction: Three Stories. 2. DMCs Versus Long-Term Motivation: Positioning DMCs Within L2 Motivation Theory. 3. Vistion: The ‘Directed’ Aspects of DMCs. 4. The Launch of a DMC: Shifting into Hyperdrive. 5. The Unique Structure of a DMC: Utilizing ‘Renewable Energy’. 6. Positive Emotional Loading: Eudaimonic Well-Being and Authenticity. 7. When the Current Begins to Wane: The Nature of Effort and the Longer-term Sustainability of DMCs. 8. Introducing ‘Group-DMCs’. 9. Generating DMCs in the Language Classroom.

Zoltán Dörnyei is Professor of Psycholinguistics at the School of English, University of Nottingham, UK.Alastair Henry is an Associate Professor in language education at University West, Sweden.Christine Muir is a Postgraduate Teaching Fellow at the School of English, University of Nottingham, UK.

Select Guide Rating

• 1. Introduction: Three Stories. 2. DMCs Versus Long-Term Motivation: Positioning DMCs Within L2 Motivation Theory. 3. Vistion: The ‘Directed’ Aspects of DMCs. 4. The Launch of a DMC: Shifting into Hyperdrive. 5. The Unique Structure of a DMC: Utilizing ‘Renewable Energy’. 6. Positive Emotional Loading: Eudaimonic Well-Being and Authenticity. 7. When the Current Begins to Wane: The Nature of Effort and the Longer-term Sustainability of DMCs. 8. Introducing ‘Group-DMCs’. 9. Generating DMCs in the Language Classroom.