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<p style="text-align:justify;">The aim of this mixed&nbsp;methods case study is to explore EAP (English for Academic Purposes) classes at&nbsp;universities in Kurdistan, North Iraq through two conceptual frameworks: The&nbsp;Actional Phase of The Process model of L2 motivation; (Dörnyei and Ottó, 1998)&nbsp;and Complex Dynamic Systems theory (Larsen-Freeman, 1997).&nbsp;&nbsp;The study explores the relationship between&nbsp;teaching practices and ability grouping on students’ academic motivation,&nbsp;academic self-concept, and classroom engagement seeking both teachers and students’&nbsp;opinions, beliefs and perspectives. Employing an exploratory sequential&nbsp;research design, a combination of qualitative and quantitative research methodologies was used to analyse data from questionnaires, interviews and&nbsp;classroom observations. A complexity lens highlights the interrelatedness of the three constructs in an emerging educational setting as a complex dynamic&nbsp;system. Moreover, it reveals that several aspects of Dörnyei and Ottó’s (1998)&nbsp;model can be enhanced by and related to the Complex Dynamic Systems framework.&nbsp;</p>

Exploring Motivation, Self-concept and Engagement in an Emerging Educational Setting: A Mixed Methods Case Study of 4 EAP Classrooms in Iraqi Kurdistan

Original Research 

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