Blended University English Learning Motivation Based on the Framework of Self-determination Theory

Kunyan Song, Xiaohui Yu

Article ID: 9717
Vol 7, Issue 9, 2024

VIEWS - 8 (Abstract) 5 (PDF)

Abstract


Presently, there is a flourishing demand for transnational communicative talents from all walks of life, which poses higher expectations for university English teaching. Following the innovation of university English education and the high-speed growth of technology, the
conventional university English class has been transitioned from a solitary face-to-face, teacher-oriented treatment to a blended pattern (Muhammadin & Herda, 2024). Along with this shift, it is imperative to find out whether and how students’ motivation to learn English gets elevated. Hence, to addressing this issue, this paper presents the basic theoretical framework of self-determinism and analyses whether and how
the basic psychological needs of learners are better met to elevate their learning motivation in blended university English instruction. Despite
its limitations, this study provides a referential basis for the researchers who are interested in this theory while at the same time providing a
practical guide to the practice of blended university English language teaching and learning.

Keywords


Motivation; Self-Determination Theory; Blended Learning

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References


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DOI: https://doi.org/10.18686/ijmss.v7i9.9717

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