Advancing Methodological Approaches to Studying Affective Factors in Second Language Acquisition: A Complexity Theory Lens

Due to the progressive nature of L2 affective factors, subsumed under the psychology of language learning, there is an urgent need for innovative research methods to explore the dynamicity and complexity of affective variables and their potential impacts on language learners’ psychological condition. Influenced by the complex dynamic systems theory (CDST), the present paper, firstly, draws attention to the origin of incorporating affective factors in second language acquisition (SLA) research. Then, it pinpoints the necessity of adopting a complexity-informed approach in examining affective variables and their favorable or unfavorable implications in L2 learning contexts. Next, the existing qualitative and quantitative research of L2 affective factors in recent years inspired by the CDST and using the CDST compatible research methods are reviewed. Finally, the implications of the study are discussed and suggestions are made for further research in this domain. Several conclusive remarks are finally mentioned to highlight the benefits of using complexity-informed approaches in examining the desirable and undesirable influences of affective factors on language learners’ mental health.