Exploring the ways to develop a comprehensive learner-friendly telecollaborative model of learning led to the introduction of nonlinear dynamic motivation-oriented model. To foster self-regulated learner autonomy, the model aims at recruiting the potential behind formulaic sequences for L2 comprehension-production in response to immediate processing demands as well as nonlinearity and dynamicity of motivational factors at the individual level. Drawing on different theories and findings (e.g. complex dynamic systems, input processing model, motivational task processing model, etc.), the model presents a dynamic conceptualization of language learning to develop language skills in CALL context. To test the model and the validity of the suggested strategies, a mixed methods approach via questionnaire, interview and learner-self report was conducted in a term-long study among 47 EFL learners. The measures of performance taken before and after the intervention indicated improvement and confirmed the effectiveness of NDM-oriented telecollaborative model's strategies at three levels of sociolinguistic, ethnolinguistic, and psycholinguistic. The interview data reflected participants' positive attitude towards their perceived improvement over the duration of the intervention. The effectiveness of the model at recruiting formulaic sequences with respect to nonlinearity and dynamicity of motivational factors at individual level is the main implication of the study for CALL pedagogy.