Self-determination theory framework of intrinsic and extrinsic motivational orientations for L2 learning¶

Theory · All theories
Evidence · 4 claims (4 for) · 9 studies (3 review, 2 quant-synthesis, 2 theoretical, 1 causal, 1 associational), q1–q4 · 1 of 9 report an effect size · 2 claims rest on one study

Description¶

The study adopts Noels and associates' intrinsic/extrinsic motivation framework derived from self-determination theory (Deci & Ryan) as its "informative framework". It treats motivational constructs as orientations: intrinsic orientations relate to inherent interest, with three types (Intrinsic-Knowledge, Intrinsic-Accomplishment, Intrinsic-Stimulation), and extrinsic motivation is categorized into External, Introjected and Identified Regulation, the last being the most self-determined form.

Design Implications¶

Context¶

Requirements¶

• Measurement of learners' motivational orientations requires an instrument such as the Language Learning Orientation Scale, translated and back-translated to prevent semantic loss.

Constraints¶

• In EFL settings learners have only the classroom environment to use the target language, which the article notes caused problems for integrative motivation constructs.

Target Learners¶

• EFL learners in foreign-language (classroom-only) settings

Target Learning Objectives¶

• Understanding and fostering motivated engagement in L2 learning

Claims¶

• Turkish Efl Learners Generally Extrinsically Motivated [+M]
• Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it [+M]
• Rewarding an already-intrinsically-motivating activity can reduce future engagement with it [+S]
• The article argues extrinsic rewards such as grades can reduce intrinsic motivation and should be phased out [+W]

Related Theories¶

• Self-Determination Theory
• Self-Determination Theory as a framework for L2/ESP motivation
• SDT motivation continuum: four forms of extrinsic motivation varying in autonomy
• SDT motivational spectrum from amotivation through four extrinsic regulations to intrinsic motivation
• Social-psychological construct framework for Foreign Language Classroom Anxiety

Examples¶

• Enhance learners' motivation, especially intrinsic motivation, to raise L2 willingness to communicate
• SDT-based Chinese-language ESP motivation questionnaire (adapted LLOS-IEA)

Key Sources¶

• Altiner, C. (2018). Turkish EFL Learners' Willingness to Communicate in L2 and Motivation. Journal of Education and Training Studies, 6(11a). https://doi.org/10.11114/jets.v6i11a.3815