EFL Undergraduate Students’ Competence, Relatedness, and Autonomy in Online Learning: A Self-Determination Perspective
DOI:
https://doi.org/10.31629/juliet.v4i1.5557Keywords:
Self-determination, Autonomy, Competence, Relatedness, EFLAbstract
Due to the pandemic of Covid-19, numerous educational institutions have attempted to shift their pedagogical instruction from face-to-face to online teaching and learning. A plethora of studies have been published on how online learning should be provided. However, there is a paucity of research on the psychological needs that online learning provides for language learners. To bridge that gap, this descriptive study aims to investigate the university students' perspectives on psychological needs, particularly regarding their competence, relatedness, and autonomy concerning self-determination theory. The quantitative research design study attempts to investigate students' autonomy, competence, and relatedness in online tertiary learning. Sixty people were asked to fill out a survey-based questionnaire that included questions about autonomy (5 items), competence (5 items), and relatedness (8 items). The study's findings reveal that online grammar sessions meet undergraduate students' basic physiological learning needs despite the lack of physical human interaction. Among those three aspects, students' sense of relatedness had the highest mean. It meant the undergraduate students had no feeling of isolation while attending online learning. This present study suggests that teachers should consider students' interests to improve autonomy, competence, and relatedness.
References
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Punjani, K. K., & Mahadevan, K. (2022). Transitioning to online learning in higher education: Influence of Awareness of COVID-19 and Self-Efficacy on Perceived Net Benefits and Intention. Education and Information Technologies, 27(1), 291-320.
Reeve, J. (2002). Self-Determination Theory Applied to Educational Settings. In Handbook of Self-Determination Research.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860
Salas?Pilco, S. Z., Yang, Y., & Zhang, Z. (2022). Student engagement in online learning in Latin American higher education during the COVID?19 pandemic: A systematic review. British Journal of Educational Technology, 53(3), 593-619. https://doi.org/10.1111/bjet.13190
Saputra, D. B., Ayudhia, H. Y., & Muswari, R. (2022). Teachers' perceptions of challenges in online learning: Voices from secondary EFL teachers. JOALL (Journal of Applied Linguistics and Literature), 7(1), 104-119.
Walters, T., Simkiss, N. J., Snowden, R. J., & Gray, N. S. (2022). Secondary school students’ perception of the online teaching experience during COVID?19: The impact on mental wellbeing and specific learning difficulties. British Journal of Educational Psychology, 92(3), 843-860. https://doi.org/10.1111/bjep.12475
Wong, R. (2019). Basis psychological needs of students in blended learning. Interactive Learning Environments. https://doi.org/10.1080/10494820.2019.1703010
Zainuddin, Z., & Perera, C. J. (2019). Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model. Journal of Further and Higher Education, 43(1). https://doi.org/10.1080/0309877X.2017.1356916
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research and Development, 34(1). https://doi.org/10.1080/07294360.2014.934336
Alamri, H., Lowell, V., Watson, W., & Watson, S. L. (2020). Using personalized learning as an instructional approach to motivate learners in online higher education: Learner self-determination and intrinsic motivation. Journal of Research on Technology in Education, 52(3). https://doi.org/10.1080/15391523.2020.1728449
Alhuwaydi, A. A. (2021). Teachers’ Perceptions of Challenges in Online Teaching: A Survey Across Universities in KSA. TESOL International Journal, 16(3.1).
Aroonsrimarakot, S., Laiphrakpam, M., Chathiphot, P., Saengsai, P., & Prasri, S. (2022). Online learning challenges in Thailand and strategies to overcome the challenges from the students’ perspectives. Education and Information Technologies, 1-18.
Asbell-Clarke, J., & Rowe, E. (2019). Learning science online: a descriptive study of online science courses for teachers. Online Learning, 11(3). https://doi.org/10.24059/olj.v11i3.1722
Brown, A., Lawrence, J., Basson, M., & Redmond, P. (2022). A conceptual framework to enhance student online learning and engagement in higher education. Higher Education Research & Development, 41(2), 284-299. https://doi.org/10.1080/07294360.2020.1860912
Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education & Accreditation, 6(1).
Chiu, T. K. F. (2021a). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2021.1891998
Chiu, T. K. F. (2021b). Digital support for student engagement in blended learning based on self-determination theory. Computers in Human Behavior, 124. https://doi.org/10.1016/j.chb.2021.106909
Davis, W. S., & Bowles, F. (2018). Empowerment and Intrinsic Motivation: A Self-Determination Theory Approach to Language Teaching. The Power of Language. The Power of People: Celebrating 50 Years, February, 1–20.
Dincer, A., Ye?ilyurt, S., Noels, K. A., & Vargas Lascano, D. I. (2019). Self-Determination and Classroom Engagement of EFL Learners: A Mixed-Methods Study of the Self-System Model of Motivational Development. SAGE Open, 9(2). https://doi.org/10.1177/2158244019853913
Garn, A. C., & Jolly, J. L. (2013). High Ability Students’ Voice on Learning Motivation. Journal of Advanced Academics, 25(1). https://doi.org/10.1177/1932202X13513262
Hwang, G. J., Wang, S. Y., & Lai, C. L. (2021). Effects of a social regulation-based online learning framework on students’ learning achievements and behaviors in mathematics. Computers and Education, 160. https://doi.org/10.1016/j.compedu.2020.104031
Khatoony, S., & Nezhadmehr, M. (2020). EFL teachers’ challenges in integration of technology for online classrooms during Coronavirus (COVID-19) pandemic in Iran. AJELP: Asian Journal of English Language and Pedagogy, 8(2).
Kirk, C. M., Lewis, R. K., Brown, K., Karibo, B., Scott, A., & Park, E. (2017). The Empowering Schools Project: Identifying the Classroom and School Characteristics That Lead to Student Empowerment. Youth and Society, 49(6). https://doi.org/10.1177/0044118X14566118
Lowenthal, P. R., Snelson, C., & Dunlap, J. C. (2017). Live synchronous web meetings in asynchronous online courses: Reconceptualizing virtual office hours. Online Learning Journal, 21(4). https://doi.org/10.24059/olj.v21i4.1285
Mailizar, Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary school mathematics teachers’ views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7). https://doi.org/10.29333/EJMSTE/8240
McEown, M. S., & Oga-Baldwin, W. L. Q. (2019). Self-determination for all language learners: New applications for formal language education. System, 86. https://doi.org/10.1016/j.system.2019.102124
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom:Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. https://doi.org/10.1177/1477878509104318
Önalan, O., & Kurt, G. (2020). Exploring Turkish EFL teachers’ perceptions of the factors affecting technology integration: A case study. Journal of Language and Linguistic Studies, 16(2). https://doi.org/10.17263/JLLS.759264
Punjani, K. K., & Mahadevan, K. (2022). Transitioning to online learning in higher education: Influence of Awareness of COVID-19 and Self-Efficacy on Perceived Net Benefits and Intention. Education and Information Technologies, 27(1), 291-320.
Reeve, J. (2002). Self-Determination Theory Applied to Educational Settings. In Handbook of Self-Determination Research.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860
Salas?Pilco, S. Z., Yang, Y., & Zhang, Z. (2022). Student engagement in online learning in Latin American higher education during the COVID?19 pandemic: A systematic review. British Journal of Educational Technology, 53(3), 593-619. https://doi.org/10.1111/bjet.13190
Saputra, D. B., Ayudhia, H. Y., & Muswari, R. (2022). Teachers' perceptions of challenges in online learning: Voices from secondary EFL teachers. JOALL (Journal of Applied Linguistics and Literature), 7(1), 104-119.
Walters, T., Simkiss, N. J., Snowden, R. J., & Gray, N. S. (2022). Secondary school students’ perception of the online teaching experience during COVID?19: The impact on mental wellbeing and specific learning difficulties. British Journal of Educational Psychology, 92(3), 843-860. https://doi.org/10.1111/bjep.12475
Wong, R. (2019). Basis psychological needs of students in blended learning. Interactive Learning Environments. https://doi.org/10.1080/10494820.2019.1703010
Zainuddin, Z., & Perera, C. J. (2019). Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model. Journal of Further and Higher Education, 43(1). https://doi.org/10.1080/0309877X.2017.1356916
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2023-04-08
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