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Students' Motivation for Online Learning of English as a Second Language through the Lens of the Self-Determination Theory

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Title: Students' Motivation for Online Learning of English as a Second Language through the Lens of the Self-Determination Theory
Language: English
Authors: Wajeeh Daher (ORCID 0000-0002-8207-0250), Ahlam Anabousy (ORCID 0000-0002-3202-4088), Ahmad Amer (ORCID 0000-0003-1470-7894), Nael Issa (ORCID 0000-0001-8093-9613)
Source: Higher Learning Research Communications. 2026 16(1).
Availability: Walden University, LLC. 100 Washington Avenue South Suite 900, Minneapolis, MN 55401. Tel: 800-925-3368; Fax: 612-338-5092; e-mail: HLRCeditor@mail.waldenu.edu; Web site: https://scholarworks.waldenu.edu/hlrc/
Peer Reviewed: Y
Page Count: 29
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Blended Learning, English (Second Language), Second Language Learning, Self Determination, Student Motivation, Learning Motivation, Electronic Learning, Educational Background, Student Attitudes, Foreign Countries, Preservice Teachers, Learning Management Systems
Geographic Terms: Israel
ISSN: 2157-6254
Abstract: Learning English as a second language (ESL) can be challenging for students, so it is essential to keep them motivated. One way to motivate students is through electronic programs (e-programs) that can enhance their motivation to learn. This research examined student learning motivation through the lens of the self-determination theory (SDT), with 39 preparatory-year students participating and learning in a blended context. Nine students were interviewed regarding their motivation to learn English using the electronic program, and both quantitative and qualitative research methods were used to examine participants' motivation to learn English in that context. The quantitative results indicated that each of the six motivational components levels were normal, with only the competence satisfaction domain significantly differing based on English ability. In addition, research results indicated that only autonomy satisfaction showed significant differences among preparatory-year students due to technology ability. Qualitative results revealed both positive and negative perceptions of the e-program among preparatory-year students, with positive aspects enhancing students' ESL learning experience while negative aspects helped contribute to dissatisfaction and frustration in motivational domains. We recommend that e-programs adopt the positive properties revealed by the present study, as the inclusion of these activities involves different aspects of language, and--at the same time--tries to overcome its negative properties. It was found that limiting student freedom is specifically related to open-ended questions.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505411
Database: ERIC
FullText Text:
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  Data: Students' Motivation for Online Learning of English as a Second Language through the Lens of the Self-Determination Theory
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  Data: <searchLink fieldCode="AR" term="%22Wajeeh+Daher%22">Wajeeh Daher</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8207-0250">0000-0002-8207-0250</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ahlam+Anabousy%22">Ahlam Anabousy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3202-4088">0000-0002-3202-4088</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ahmad+Amer%22">Ahmad Amer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1470-7894">0000-0003-1470-7894</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nael+Issa%22">Nael Issa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8093-9613">0000-0001-8093-9613</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Higher+Learning+Research+Communications%22"><i>Higher Learning Research Communications</i></searchLink>. 2026 16(1).
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  Data: Walden University, LLC. 100 Washington Avenue South Suite 900, Minneapolis, MN 55401. Tel: 800-925-3368; Fax: 612-338-5092; e-mail: HLRCeditor@mail.waldenu.edu; Web site: https://scholarworks.waldenu.edu/hlrc/
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  Data: <searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Background%22">Educational Background</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Management+Systems%22">Learning Management Systems</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Israel%22">Israel</searchLink>
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  Data: 2157-6254
– Name: Abstract
  Label: Abstract
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  Data: Learning English as a second language (ESL) can be challenging for students, so it is essential to keep them motivated. One way to motivate students is through electronic programs (e-programs) that can enhance their motivation to learn. This research examined student learning motivation through the lens of the self-determination theory (SDT), with 39 preparatory-year students participating and learning in a blended context. Nine students were interviewed regarding their motivation to learn English using the electronic program, and both quantitative and qualitative research methods were used to examine participants' motivation to learn English in that context. The quantitative results indicated that each of the six motivational components levels were normal, with only the competence satisfaction domain significantly differing based on English ability. In addition, research results indicated that only autonomy satisfaction showed significant differences among preparatory-year students due to technology ability. Qualitative results revealed both positive and negative perceptions of the e-program among preparatory-year students, with positive aspects enhancing students' ESL learning experience while negative aspects helped contribute to dissatisfaction and frustration in motivational domains. We recommend that e-programs adopt the positive properties revealed by the present study, as the inclusion of these activities involves different aspects of language, and--at the same time--tries to overcome its negative properties. It was found that limiting student freedom is specifically related to open-ended questions.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
    Subjects:
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Self Determination
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Educational Background
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preservice Teachers
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      – SubjectFull: Learning Management Systems
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      – SubjectFull: Israel
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      – TitleFull: Students' Motivation for Online Learning of English as a Second Language through the Lens of the Self-Determination Theory
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            NameFull: Ahlam Anabousy
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            NameFull: Ahmad Amer
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            NameFull: Nael Issa
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              Y: 2026
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