The Role of Basic Need Satisfaction in English Learning: A Case Study at a University in China

Abstract

To examine the role of learners' innate need satisfaction in their English foreign language (EFL) learning, a case study was conducted at a university in China. Both qualitative and quantitative methods were employed in the study. Data were collected via a pre-and post-assessment research design and by recording dynamic variability in student participants' (N=353) learning performance while implementing a need-satisfying intervention scheme for one academic year. Structural equation modelling (SEM) method was used to test the hypothesized model and the structural relationship. Outcomes of this study indicated 1) that satisfaction of learners' basic needs for competence, autonomy and relatedness strengthened their autonomous motivation and facilitated controlled motivation to move gradually to autonomous one; 2) that strengthened motivation contributed to positive learning performance and significant improvement in their English proficiency; 3) and interestingly, that the causal effect coefficients of the contribution paths changed erratically with the variation of learners' motivation and English proficiency level. The present study suggested that innate need satisfaction was basically related to EFL learning outcome, but that fulfillment of different psychological needs played varied roles in academic achievement. The interesting findings signified that cultural factors and instrumental motivation had a notable impact on causal effects of innate need satisfaction on EFL learning outcome.

Temel Psikolojik Gereksinimlerin Karşılanmasının Yabancı Dilde (İngilizce) İletişim Kurma İsteği Üzerindeki Rolü: Lisans Düzeyindeki Turizm Öğrencileri Üzerine Bir Değerlendirme

“…Öğrencilerin gerekli metabilişsel ve bilişsel strateji geliştirme becerileri ile donatılması ile sağlanan yeterlik; kendi öğrenme süreçlerine ilişkin seçim ve kararlarını vermelerine olanak verilmesi ile ortaya konan özerklik; akranları ve eğitmenleri tarafından önemsendiğini ve değer verildiğini hissetmesi ile ortaya çıkan ilişkili olma bir bütün olarak öğrencinin temel psikolojik gereksinimini karşılamaktadır. Böylece öğrencilere ilginç, teşvik edici ve özünde motive edici bir eğitim deneyimi sunulmuş olmaktadır (Hu 2016). Bu nedenle, eğitmenlerin öğrencilerle nasıl etkileşimde bulundukları, öğrencilerin motivasyonu açısından önemlidir.…”

Thai Undergraduate and Graduate Students’ Satisfaction with Synchronous Online English Learning during the COVID-19 Pandemic

“…As student success in learning outcome is the ultimate goal of any class instruction and as student learning success depends largely on their innate need satisfaction (Hu, 2016), knowing more about the effectiveness and efficiency of online learning through the perceived satisfaction towards this method can give teachers insights into how to motivate their students so that their students can achieve the best learning outcome in accordance with their English ability. Though there are some studies that take the satisfaction of Thai students towards online English learning into consideration (Chiablaem, 2021;Jittisukpong, 2022;Khuankaew & Trail, 2021;Nanni & Pusey, 2021;Sakulprasertsri, 2022;Sukman & Mhunkongdee, 2021;Thongsonkleeb, 2020), information focused on this novel form of English methodology among Thai students at different levels of tertiary study is profoundly limited.…”