The paper explores the relationship between teacher motivational strategies and second language (L2) learner achievement, employing Self-Determination Theory (SDT) as a theoretical framework. The study aims to investigate both direct and indirect effects of teacher motivational interventions on L2 achievement, using structural equation modeling (SEM) to test whether students' sense of autonomy, intrinsic motivation, and motivational intensity act as mediating factors in this relationship. The authors highlight the importance of satisfying learners’ basic psychological needs, particularly autonomy, to foster motivation and improve L2 learning outcomes.
The study begins by reviewing literature on teacher motivational practices, noting that motivation has been widely recognized as a critical factor in language learning success. However, previous studies have mostly relied on non-experimental designs, which are less effective in establishing cause-and-effect relationships. The authors address this gap by using experimental research methods and advanced statistical analyses to provide deeper insights into how teacher practices influence L2 achievement.
Self-Determination Theory forms the core framework of the study. SDT posits that learners’ motivation is enhanced when their basic psychological needs—autonomy, competence, and relatedness—are fulfilled. The focus of this study is on autonomy, as the most crucial of these needs, and its impact on intrinsic motivation and engagement. The study tests the assumption that teacher interventions supporting student autonomy can lead to better motivational outcomes, and ultimately, improved L2 achievement.
The research involved 437 English-major students from Saudi Arabia, who were divided into experimental and control groups. The experimental group received a 10-week teacher motivational intervention designed to promote autonomy, self-confidence, and engagement with language learning. The study used pre- and post-intervention questionnaires to measure students' sense of autonomy, intrinsic motivation, motivational intensity, and L2 achievement, with the latter being evaluated through unified English tests in listening, speaking, grammar, and writing.
The SEM results revealed that teacher motivational practices significantly and positively impacted L2 achievement, both directly and indirectly, with approximately 87% of the variance in achievement explained by the model. Autonomy and intrinsic motivation were the strongest predictors of L2 success, while motivational intensity also played a smaller but meaningful role. The study confirms that fostering autonomy through teacher interventions is crucial for promoting intrinsic motivation and enhancing learner achievement in L2 contexts.
The authors discuss several pedagogical implications, suggesting that language teachers should adopt autonomy-supportive practices to improve student motivation and engagement. Providing opportunities for student choice and voice in the classroom, as well as connecting learning tasks to students' personal experiences, can lead to better learning outcomes. The study concludes by acknowledging limitations, such as the reliance on self-report measures and the homogeneity of the student sample, and calls for further research across diverse cultural and educational contexts.