10.57647/jee.2026.0901.03

A Case Study to Foster the Individual-level DMC Through the AI-assisted Study Abroad Framework: A Phenomenological Approach

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  • Mojtaba Teimourtash1,
  • Massood Yazdanimoghaddam*2,
  • Gholam-Reza Abbasian3,
  1. Department of English Language, SR.C., Islamic Azad University, Tehran, Iran
  2. Department of English Language, Ga.C., Islamic Azad University, Garmsar, Iran
  3. Department of English Language, Imam Ali University, Tehran, Iran

Received: 2025-05-14

Revised: 2025-08-17

Accepted: 2025-08-18

Published in Issue 2026-04-25

Published Online: 2026-03-31

Copyright (c) 2026 Mojtaba Teimourtash, Massood Yazdanimoghaddam, Gholam-Reza Abbasian (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Teimourtash, M., Yazdanimoghaddam, M., & Abbasian, G.-R. (2026). A Case Study to Foster the Individual-level DMC Through the AI-assisted Study Abroad Framework: A Phenomenological Approach. Journal of Education Experiences, 9(1). https://doi.org/10.57647/jee.2026.0901.03
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Abstract

Motivation is a complex dimension in language learning; however, the Directed Motivational Current (DMC) was recently introduced as a dynamic construct addressing engagement in long-term goal/vision for weeks, months, or years, rather than being limited to a single activity. This study sought to investigate the lived experiences related to enhancing individual-level DMC through the AI-assisted Study Abroad Framework from a phenomenological perspective. To this end, a longitudinal single-case design was used. The participant, an Iranian female migrant to Canada, was selected through purposive sampling. This longitudinal case study was conducted over two years. For data collection, semi-structured interviews, teacher-as-researcher observations, motometers, composite data display charts, and the DMC disposition scale were used. Data analysis was conducted using a phenomenological approach to capture diverse insights and lived experiences throughout this longitudinal study. The results showed that the Study Abroad Framework was practically effective in developing the core characteristics of the DMC construct. Moreover, by triangulating datasets, particularly motometer data, it was shown that the AI-assisted approach used in this study accelerated the development of the DMC construct by re-energizing the participant’s engagement in activities related to the three core components of DMC. The results have implications for teachers, practitioners, and curriculum planners seeking long-term learner engagement.

Keywords

  • AI,
  • DMC,
  • Motometers,
  • Phenomenology,
  • Study Abroad Framework
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