A self-determination theory into the psychological needs of CALL: Probing EFL teachers’ autobiographical narratives

• Published in: Education and information technologies 2022-07, Vol.27 (6), p.7781-7803
• Main Authors: Meihami, Hussein, Husseini, Fateme
• Format: Article
• Language: English
• Subjects: Analysis; Competence; Computer Appl. in Social and Behavioral Sciences; Computer Assisted Instruction; Computer assisted language learning; Computer Science; Computers and Education; Education; Educational Technology; English (Second Language); English as a second language; English as a second language instruction; English Language Learners; English teachers; Information Systems Applications (incl.Internet); Instructional Materials; Investigations; Language Proficiency; Language Teachers; Learning Motivation; Narratives; Personal Autonomy; Personality Traits; Preferences; Psychological Needs; Second Language Instruction; Second Language Learning; Second language teachers; Self Determination; Student Needs; Teacher Attitudes; Teacher Student Relationship; Teachers; Teaching Methods; User Interfaces and Human Computer Interaction
• ISSN: 1360-2357; 1573-7608
• DOI: 10.1007/s10639-022-10964-2

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.