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Subtle classroom cues and quantum interference in EFL reading comprehension and situational motivation: A quantum cognition-inspired study
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DOI：10.1016/j.lmot.2025.102240.png)
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Abstract
En 中文
This study explores the impact of subtle classroom cues, such as visual aids and peer interactions, on generating interference in English as a Foreign Language (EFL) learners' reading comprehension and situational motivation, employing a Quantum Cognition-inspired framework to elucidate the non-linear, context-dependent dynamics of these processes. Drawing on quantum probability models, the research conceptualizes learners' interpretive and situational motivational shifts as non-classical decision trajectories, offering a novel perspective that captures the probabilistic and emergent nature of cognitive and affective responses in complex learning environments, unlike traditional linear models. A six-week, mixed-methods, quasi-experimental study was conducted with 64 upper-intermediate Chinese EFL learners (N = 64), randomly assigned at the class level to experimental (cue-rich) and control (cue-minimal) groups. Reading comprehension and situational motivation were assessed through validated pre- and post-tests, with qualitative data gathered via group discussions and stimulated recall protocols. Quantitative analyses using a repeated-measures ANCOVA revealed significant fluctuations in reading comprehension and situational motivation in the experimental group, with specific deviations from classical expectations; for instance, in stance detection tasks, the observed probability of a particular interpretation was lower than the classically predicted probability, indicating negative interference; for instance, in stance detection tasks, the observed probability of a particular interpretation was lower than the classically predicted probability when visuals preceded peer comments, indicating negative interference, whereas positive interference occurred in the reverse sequence. Quantum probability modeling effectively captured these interference effects, demonstrating that learners' responses were highly context-dependent and dynamically influenced by cue interactions. Qualitative findings, analyzed microgenetically, showed learners frequently shifted interpretive strategies mid-task, influenced by peers' comments or visual prompts, with cue sequencing and order effects prominently shaping these shifts, as the initial presentation of visuals often anchored interpretations while subsequent peer inputs either reinforced or disrupted them, and motivational states oscillating between heightened engagement and temporary confusion. Notably, while task value and perceived competence increased significantly in the cue-rich condition, autonomy showed no significant change, highlighting a nuanced impact of cues on situational motivational dimensions. The findings suggest that subtle classroom cues can both scaffold and disrupt learning, depending on their alignment with learners' interpretive frameworks.
Keywords:
Quantum cognition
Reading comprehension
Situational motivation
Classroom cues
Interference effects
Probability models
Microgenetic analysis
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