Self-Determined Motivation in Online Language Learning Context: Its Relation to Autonomy Support and Needs Satisfaction
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| Title: | Self-Determined Motivation in Online Language Learning Context: Its Relation to Autonomy Support and Needs Satisfaction |
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| Language: | English |
| Authors: | Hale Nur Söyler Bölükbasi (ORCID |
| Source: | MEXTESOL Journal. 2025 49(3). |
| Availability: | MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Elementary Education Grade 6 Intermediate Grades Middle Schools Grade 7 Junior High Schools |
| Descriptors: | Foreign Countries, Secondary School Students, Second Language Learning, English (Second Language), Self Motivation, Self Determination, Grade 6, Grade 7, Electronic Learning, Online Courses, Personal Autonomy, Psychological Needs, Need Gratification |
| Geographic Terms: | Turkey (Ankara) |
| ISSN: | 2395-9908 |
| Abstract: | This quantitative study examined English as foreign language (EFL) students' motivational orientation, perceived autonomy support, and psychological needs satisfaction in online education. Besides, the relationship between the above-mentioned variables was examined to test the hypothesis derived from the Self-Determination Theory. It was hypothesized that the autonomy-supportive environment in online English learning increased students' psychological need satisfaction and helped students have more autonomous motivation. The participants were 123 sixth and seventh grade students in a secondary school. The following scales were used to answer the research questions: the Language Learning Orientations Scale (LLOS), Learning Climate Scale (LCS) and Activity-Feeling Scale (AFS). The data were analyzed through the SPSS and AMOS software. The results indicated that the identified regulation was the center of motivational orientation in online English learning. Moreover, students believed their teacher was autonomy-supportive, and their psychological needs were met. Additionally, it was found that EFL students with autonomous motivation perceived their teacher as more autonomy-enhancing than students with controlled motivation. On the other hand, students' perceptions of their psychological needs did not change according to their self-determination level. Finally, the results showed that the satisfaction of psychological needs played an intermediary role between the autonomy support of teachers and the motivational orientation of students in online English learning. As a suggestion, further studies could use a longitudinal approach to provide a concise explanation for the persistent state of relatedness and autonomy in online learning. In addition, the generalizability of this study can be increased by collecting data from different regions, grade levels and cultures. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484684 |
| Database: | ERIC |
| Abstract: | This quantitative study examined English as foreign language (EFL) students' motivational orientation, perceived autonomy support, and psychological needs satisfaction in online education. Besides, the relationship between the above-mentioned variables was examined to test the hypothesis derived from the Self-Determination Theory. It was hypothesized that the autonomy-supportive environment in online English learning increased students' psychological need satisfaction and helped students have more autonomous motivation. The participants were 123 sixth and seventh grade students in a secondary school. The following scales were used to answer the research questions: the Language Learning Orientations Scale (LLOS), Learning Climate Scale (LCS) and Activity-Feeling Scale (AFS). The data were analyzed through the SPSS and AMOS software. The results indicated that the identified regulation was the center of motivational orientation in online English learning. Moreover, students believed their teacher was autonomy-supportive, and their psychological needs were met. Additionally, it was found that EFL students with autonomous motivation perceived their teacher as more autonomy-enhancing than students with controlled motivation. On the other hand, students' perceptions of their psychological needs did not change according to their self-determination level. Finally, the results showed that the satisfaction of psychological needs played an intermediary role between the autonomy support of teachers and the motivational orientation of students in online English learning. As a suggestion, further studies could use a longitudinal approach to provide a concise explanation for the persistent state of relatedness and autonomy in online learning. In addition, the generalizability of this study can be increased by collecting data from different regions, grade levels and cultures. |
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| ISSN: | 2395-9908 |
