L2 classroom is a place and process that undergoes an array of incessant and concurrent changes affecting its main agents, i.e. the teacher and students in a non-linear and unpredictable manner. Various aspects of their cognitive and affective potential fluctuate and intensify or weaken depending on what is going on in a particular L2 learning/teaching environment at a particular point of time. The present paper, drawing on the idea of complexity, multifariousness and spatiotemporal situatedness of a language classroom, is intended to examine the likelihood and dynamics of the reciprocal co-occurrence of a range of practical English learning activities, learning styles and changes in motivation. In the first, theoretical part the authors will present literature review with a special regard to the complex dynamic systems perspective on motivation. The second part is devoted to a discussion of findings from the qualitatively and quantitatively oriented research conducted on two groups of English philology students. Data gathering instruments included the questionnaires investigating the subjects' while-class and after-class involvement, the learning style survey, the teacher's evaluation of conducted classes and participant observation. Obtained results revealed certain patterns of motivational variability in relation to the students' general learning preferences.