SUMMARY
Expanding the dynamicity and nonlinearity of L2 motivation introduced by Bahari (2019a) based on the complex dynamics systems theory has served as the theoretical framework to introduce and contextualize nonlinear dynamic motivational strategies (NDMSs). The present study used the NDMSs to manage L2 academic entitlement and psychological reactance as two obstructive factors in the L2 learning-teaching process. For conceptualization purposes, a mixed methods approach was conducted among teachers as well as learners to examine the effectiveness of proposed strategies as a pedagogical tool to manage and minimize these obstructive factors in academic contexts. The observed effectiveness of the NDMSs at managing and minimizing the analyzed obstructive factors along with replacing teacher-centered and test-oriented L2 classrooms with a learner-friendly motivating L2 classroom has significant pedagogical and theoretical implications. The major finding of the study following a rigorous methodological triangulation of the data that was collected confirms the effectiveness of the NDMSs as an L2 teaching strategy to cater to the diversity of individual differences for the purpose of improving teacher-learner interactions. Drawing on the results, it can be safely concluded that the NDMSs as the independent variable of the study showed significant impact on managing and minimizing academic entitlement and psychological reactance.