The book presents theoretical considerations as well as the results of empirical research on
the existence of directed motivational current (DMC) experiences among Iranian English as a
foreign language (EFL) learners in order to provide insights into how a DMC is triggered and
launched and to explore whether the key characteristics of DMCs could be detected in language
learners' experiences in Iran. Although Dörnyei et al. (2016) claimed that language learners
who experience a DMC may have an amalgamation of several positive emotions they did not
present any evidence of whether these feelings exert any impact on learners' willingness to
take part in language learning situations (willingness to communicate (WTC)) their confidence
to use their L2 their self-perceptions and the extent to which they independently try to
learn English inside and outside the classroom context (language learner autonomy). This book
extensively studies DMCs in an EFL setting and examines how such experiences affect language
learners' WTC self-concept language learner autonomy and self-confidence.
