VIETTESOL INTERNATIONAL CONVENTION 2025

This paper introduces the idiodynamic method as a dynamic, moment-by-moment research tool that captures fluctuations in learners’ affective and cognitive states during L2 use. Rooted in complex dynamic systems theory (CDST), the method enables second-by-second self-assessment and visualization of learner experiences, including motivation, willingness to communicate (WTC), anxiety, enjoyment, fluency, and perceived competence. Synthesizing recent empirical studies, the paper demonstrates how this method supports reflective pedagogical practices and helps teachers respond to learners’ real-time emotional and cognitive needs. It highlights the method’s potential to enhance learner agency, emotional awareness, and engagement through classroom-based reflection. Practical and technological innovations, including a custom-built digital rating tool, are also discussed to illustrate its accessibility and scalability. Limitations related to introspective burden, contextual variability, and implementation are considered. Overall, this paper affirms the pedagogical value of viewing language learners not as fixed profiles but as evolving, situated individuals, whose engagement shifts from moment to moment, and whose learning benefits from responsive, data-informed teaching.