A Self-Determination Theory into the Psychological Needs of CALL: Probing EFL Teachers' Autobiographical Narratives

Autor/inn/en	Meihami, Hussein; Husseini, Fateme
Titel	A Self-Determination Theory into the Psychological Needs of CALL: Probing EFL Teachers' Autobiographical Narratives
Quelle	In: Education and Information Technologies, 27 (2022) 6, S.7781-7803 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meihami, Hussein)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-10964-2
Schlagwörter	Self Determination; Second Language Learning; Second Language Instruction; English (Second Language); Computer Assisted Instruction; Instructional Materials; Preferences; Psychological Needs; Personal Autonomy; Language Proficiency; Learning Motivation; Language Teachers; Teacher Student Relationship; Teacher Attitudes; Personal Narratives; Student Needs; Competence; Teaching Methods + Suchen Sie Ihr Suchwort? Selbstbestimmung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Computer based training; Computerunterstützter Unterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Individuelle Autonomie; Language skill; Language skills; Sprachkompetenz; Motivation for studies; Lernmotivation; Language teacher; Sprachunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Erlebniserzählung; Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Addressing psychological needs in computer-assisted language learning (CALL) has a critical role in developing learners' motivation to use CALL-related materials. Taking a self-determination theory into the psychological needs of CALL, the primary purpose of this study was to explore to what extent English as a foreign language (EFL) teachers address the psychological needs when they attempt to introduce CALL materials to their learners. Second, the study sought to understand the EFL teachers' preferences of CALL materials considering their psychological needs coverage. The autobiographical narratives of eight EFL teachers were collected through a descriptive narrative design. The narratives were analyzed by using a deductive-inductive thematic analysis. The findings indicated that EFL teachers addressed the three psychological needs of CALL and believed that they are critical in helping EFL learners use CALL materials. The findings of the Code Map showed that the EFL teachers had three major preferences to introduce CALL materials covering psychological needs: first, materials comprising competence, autonomy, learners' proficiency level, competence-relatedness, cognitive involvement, and accessibility; second, materials including autonomy, learners' personality traits, and relatedness; and third, materials addressing learners' needs, autonomy-relatedness, and autonomy-competence. Therefore, it can be concluded that EFL teachers believed in the importance of psychological needs in suggesting CALL-related materials to develop their learners' motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01