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or middle school students were taken as participants. For junior middle school students, DMCs are a kind of motivational driving force that can motivate and maintain students’ long-term English learning. Driven by a strong motivational current, students can move towards the established goal along a specific path until the goal is achieved. To put it simply, for junior middle school students, the established goals can be to be admitted to key high schools, to go abroad, to please their parents, and so on. DMCs are a metaphor, and scholars have compared strong and long-lasting motivational behavior to the Gulf Stream. It is well known that the Gulf Stream is the most powerful and far-reaching warm current in the world, and the biggest connection between DMCs and the Gulf Stream is that they are both powerful energy currents that can maintain their huge energy for a long time without the help of external forces. 

Chapter 3 Methodology .................................... 20

3.1 Research Questions ........................... 20

3.2 Participants .......................... 20

Chapter 4 Results and Discussion .................................... 28

4.1 Identifying DMCs in the Data Set .............................. 28

4.2 Influences of DMCs on Junior Middle School Students’ ELB ....... 30

Chapter 5 Conclusion ............................. 48

5.1 Major Findings ........................... 48

5.2 Pedagogical Implications .......................... 49

Chapter 4 Results and Discussion

4.1 Identifying DMCs in the Data Set

In order to answer the first research question, this section would provide a thorough overview of the relevant information. It would include a detailed analysis of the available data. This would allow for a comprehensive examination of the issue, providing an accurate answer to the research question. The initial stage of analyzing the questionnaire results was to identify DMCs. This step was essential as it enabled the readers to understand the DMCs being studied. Furthermore, it provided the author with the information necessary to assess the validity of the results. By properly identifying the DMCs, the author was able to gain a better understanding of the data collected and analyze it more effectively. As mentioned in Chapter 3.3.1, the DMC Disposition Questionnaire consisted of two parts. Some of the questions in the first part could help us understand whether DMCs existed in English learning for junior middle school students. This questionnaire was different from previous questionnaires. The difference was that the participants needed to read some statements before answering the questions. The brief statements in this part ensured that participants had a comprehensive understanding of the context in which the questions were being asked. It was important to have a clear understanding of the background information in order to answer the questions accurately and provide a meaningful contribution to the research. By providing a brief overview of the statements, participants could effectively answer the questions. This approach ensured that students completed the questionnaire with an appropriate level of understanding, thereby guaranteeing the validit本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。