A multidimensional investigation of online EFL students' motivation in terms of self-determination theory
Thesis Type: Postgraduate
Institution Of The Thesis: Ondokuz Mayis University, Lisansüstü Eğitim Enstitüsü, Yabancı Diller Eğitimi Anabilim Dalı, Turkey
Thesis Supervisor: Dr. Öğr. Üyesi Deren Başak Akman Yeşilel
Approval Date: 2022
Thesis Language: English
Abstract:
The purpose of the study is to investigate EFL K-12 students' motivation, perceived autonomy support, and need satisfaction in online English courses. Besides, the relationship among these variables is explored from the perspective of Self-determination theory. The hypothesis in this quantitative study is that the autonomy-supportive environment in online English courses increases students' psychological needs satisfaction which helps students gain a greater extent of autonomous or self-determined motivation that leads to higher engagement in online learning. The study was conducted in Aşık Veysel Secondary School, and participant students were chosen from 6th and 7th grades. The participants consisted of 64 female and 73 male students who took three-hour online English courses per week until the end of the first semester. Three questionnaires were applied to answer the research questions: Language Learning Orientations Scale (LLOS), Learning Climate scale (LCS), and Activity-Feeling Scale (AFS). Findings gathered from the questionnaires were analyzed through the SPSS 64-bit Software and AMOS. Research findings showed that identified regulation is the dominant motivational orientation in the online English courses. In addition, students in online English courses think their teacher is autonomy-supportive and their psychological needs are satisfied. Besides, it is found that EFL students with autonomous motivation perceive their teacher more autonomy supportive than those with controlled motivation while students' perception about their psychological need satisfaction does not change according to their self-determination. Lastly, the findings showed psychological needs satisfaction plays mediator role between teacher autonomy-support and motivational orientation in online English language learning. In the light of research findings, some beneficial teaching strategies and suggestions were expressed to help teachers to be more autonomy-supportive and satisfy the psychological needs of their students more.