Autonomy, competence, and relatedness in foreign language learning through Facebook

• Published in: Computers in human behavior 2015-07, Vol.48, p.126-134
• Main Authors: Akbari, Elham, Pilot, Albert, Robert-Jan Simons, P.
• Format: Article
• Language: English
• Subjects: Autonomy; Competence; Facebook; Motivation; Online social networks; Relatedness; Self Determination Theory; Teaching and learning
• ISSN: 0747-5632; 1873-7692
• DOI: 10.1016/j.chb.2015.01.036

[Display omitted] •Facebook higher in autonomy, relatedness and competence than f2f.•The 2 groups differ in learning outcomes.•The differences in learning outcomes relate to relatedness, autonomy and competence.•Within the groups no relations between learning outcomes and SDT variables.•Relatedness is the strongest predictor of learning, autonomy the weakest. This article aims to explain differences between a group learning English on a Facebook page and a face-to-face group in terms of Self-Determination Theory (SDT). SDT focuses on three main variables, which improve self-determination and motivation outside but also inside the classroom: autonomy, competence and relatedness. The main research question was: how can we explain differences between a face-to-face group (FTF) and a Facebook group learning a foreign language in terms of autonomy, competence and relatedness? The results indicate that there was a significant difference between the two groups in terms of learning outcomes as well as in the three SDT variables. Students in the Facebook group felt more autonomous, competent and related. All three SDT variables correlated with learning outcomes. There was, however, almost no relationship among the SDT variables with learning outcomes within the two groups. The strongest predictor of the difference in learning outcomes proved to be relatedness, followed by competence.