The purpose of this experimental study was to examine the effects of the dynamic motivational model on college students' motivation toward English as a foreign language, students' language learning, and the academic achievements of students of the high, medium and low English levels in a heterogeneous class. Lasting one semester, the quasi-experimental teaching program began from September, 2020 and extended to January, 2021. The participants involved in this study consisted of 142 non-English majors from a provincial key university in China. The experimental group included 72 participants, who were treated with the dynamic motivational teaching model, and the control group contained 73 participants, who were taught with the traditional teaching method. Both quantitative and qualitative methods were employed in this research to achieve methodological triangulation. The quantitative study contained motivational questionnaires, two oral tests and two written tests, and the qualitative data included students' twice self-reports. Descriptive Analysis, Independent Samples Test and Paired Samples Test were utilized to make between- and within-group comparison and see if there were significant differences between the two groups.

Chapter 1 Introduction
1.1 Background of the Study
1.2 Rationale
1.3 Research Questions
1.4 Research Objectives
1.5 Theoretical Framework
1.6 Scope of the Study
1.7 Definitions of Terms
1.8 Significance of the Study
1.9 Organization of the Study
Chapter 2 Review of Related Literature
2.1 Literature Review of Motivation
2.2 The Production-Oriented Approach
2.3 Collaborative Learning
2.4 Multimodality and Multimodal Teaching
2.5 The Literature Review of Teaching Model
2.6 The Summary of Literature Review
Chapter 3 Research Methodology
3.1 Research Design
3.2 Population and Sample
3.3 Research Instrument
3.4 Developing a Dynamic Motivational Teaching Model
3.5 Collection of Data
3.6 Data Analysis
Chapter 4 Research Findings
4.1 Effects of the Motivational Teaching Model on the EFL Learners' Motivation
4.2 Students' Self-Reports
4.3 The Result of Proficiency Tests
4.4 Effects of Motivational Teaching Model on High/Medium/ Low Achievers
4.5 Summary
Chapter 5 Conclusion, Discussion, and Recommendation
5.1 Research Summary
5.2 Discussion of the Overall Findings
5.3 Pedagogical Implications
5.4 Limitations and Recommendations
5.5 Conclusion
References
Appendices
Appendix A The Chinese Version of the L2 Motivation Questionnaire (L2MQ)
Appendix B The English Version of the L2 Motivational Questionnaire (L2MQ) (in Categories)
Appendix C Instruction for Students' Self-Reports
Appendix D Written Test Paper
Appendix E Oral Test
Appendix F Scoring Criterion for Writing and Translation in Written Test Paper
Appendix G A Model Teaching Plan for the Experimental Group
Appendix H A Model Teaching Plan for the Control Group
Acknowledgements