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Impact of Teenage EFL Learners’ Psychological Needs on Learning Engagement and Behavioral Intention in Synchronous Online English Courses

Author

Listed:
  • Sijing Zhou

    (College of Foreign Languages, Hunan University, Changsha 410082, China)

  • Huiling Zhu

    (College of Foreign Languages, Hunan University, Changsha 410082, China)

  • Yu Zhou

    (College of Foreign Languages, Hunan University, Changsha 410082, China)

Abstract

There is a relatively small body of literature that is concerned with the extent to which students are actively engaged in online English learning. To address this issue, the present study investigates 233 Chinese secondary school students attending online English courses during the pandemic and explores the degree to which learners are behaviorally, cognitively, emotionally, and socially engaged in synchronous online English courses. Three basic psychological needs (autonomy, competence, and relatedness) are examined as antecedents of learning engagement, and the behavioral intention is hypothesized as a learning outcome. This study takes a mixed-methods approach, integrating quantitative data from questionnaires and qualitative data from semi-structured interviews. A partial least squares (PLS)-structural equation modeling (SEM) technique was used to test hypotheses and the proposed research model. The quantitative findings indicate that, firstly, whereas the basic psychological needs predict students’ four dimensions of online learning engagement, competence is confirmed to be the strongest predicting factor. Secondly, behavioral intention is significantly influenced by students’ cognitive engagement and emotional engagement. Thirdly, thematic analysis of the qualitative data shows that students tend to have a lower level of engagement compared with a face-to-face classroom learning enviroment, and a more interesting and interactive online course design is crucial to the fulfillment of learners’ psychological needs of autonomy and relatedness in synchronous online English learning.

Suggested Citation

  • Sijing Zhou & Huiling Zhu & Yu Zhou, 2022. "Impact of Teenage EFL Learners’ Psychological Needs on Learning Engagement and Behavioral Intention in Synchronous Online English Courses," Sustainability, MDPI, vol. 14(17), pages 1-17, August.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:17:p:10468-:d:895126
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    References listed on IDEAS

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    1. Sijing Zhou & Yu Zhou & Huiling Zhu, 2021. "Predicting Chinese University Students’ E-Learning Acceptance and Self-Regulation in Online English Courses: Evidence From Emergency Remote Teaching (ERT) During COVID-19," SAGE Open, , vol. 11(4), pages 21582440211, November.
    2. Rui Li, 2021. "Does Game-Based Vocabulary Learning APP Influence Chinese EFL Learners’ Vocabulary Achievement, Motivation, and Self-Confidence?," SAGE Open, , vol. 11(1), pages 21582440211, March.
    3. Ali Dincer & SavaÅŸ YeÅŸilyurt & Kimberly A. Noels & Dayuma I. Vargas Lascano, 2019. "Self-Determination and Classroom Engagement of EFL Learners: A Mixed-Methods Study of the Self-System Model of Motivational Development," SAGE Open, , vol. 9(2), pages 21582440198, May.
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    Cited by:

    1. Mohd Shafie Rosli & Nor Shela Saleh & Azlah Md. Ali & Suaibah Abu Bakar, 2022. "Self-Determination Theory and Online Learning in University: Advancements, Future Direction and Research Gaps," Sustainability, MDPI, vol. 14(21), pages 1-21, November.
    2. Ahmed Mohammed Boukranaa & Rania Abdasalam Mjahad & Rabah EIsayed Mohammed, 2023. "Students and Teachers' Attitudes towards the effectiveness of Distance Education during Covid-19 Pandemic: Egypt and Morocco as case study," Technium Social Sciences Journal, Technium Science, vol. 45(1), pages 127-141, July.

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