The impact of intrinsic motivational factors on the EFL student engagement in active or passive learning behaviour studying online

Abstract

This research aims to explore the intrinsic motivational factors influencing students‘ performance when studying online. The study is based on Self-Determination theory looking at a person's achievement for self-efficacy and self-actualisation evoked by innate psychological needs that are the basis for self-motivation and personality growth. The Covid-19 pandemic has challenged the academic community worldwide forcing a rapid shift from face-to-face educational practices to completely online environments. Both educators and students with limited online learning experience have been trying to navigate through this challenging situation which added a considerable amount of stress and workload. The present situation has stimulated the imperative to rethink and reassess the key motivational factors and basic psychological needs that motivate students to initiate active behaviour and engagement in the learning process. The study was conducted in the spring semester of 2021 administering a questionnaire to 120 students enrolled in the B2 and C1 levels of the English language courses at Vytautas Magnus University. EFL student behaviour was investigated applying a quantitative analysis of a modified questionnaire based on Self-Determination Theory and Intrinsic Motivation Inventory. The multidimensional measurement device was used to assess seven factors determining students' intrinsic motivation while being engaged in ten synchronous and asynchronous activities when studying online. The research reveals the statistical relationship between such factors as Value, Enjoyment and Importance and the perceived Autonomy, Pressure, Relatedness and Competence. The findings contribute to our understanding of the students' behaviour and provide educational implications for selecting tools and methods to enhance intrinsically motivated learning.