Student Perceptions of a Speaking Course Enhanced by Extensive Reading within a Self-Determination Theory Framework
Bibliographic Data
| ID | 22422260 |
|---|---|
| Authors | Akira Iwata (0000-0001-8203-2273, Hokkai Gakuen University, corresponding author) |
| Year | 2026 |
| Publication date | 2026-06-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Teaching Research (JOURNAL) |
| Journal identifiers | ISSN: 1362-1688 • E-ISSN: 1477-0954 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/13621688261457494 |
| OpenAlex | W7165964579 |
| Language | EN |
| References cited | 37 |
This study examines a potential tension in the application of self-determination theory to an extensive reading-enhanced speaking course in an English-as-a-foreign-language context. Although extensive reading is widely assumed to foster autonomous motivation by satisfying learners’ basic psychological needs for autonomy, competence, and relatedness, its implementation within formal instructional settings often involves mandatory reading quotas and graded components that may introduce controlling pressures. Drawing on data from 142 Japanese university English majors enrolled in a year-long extensive reading-integrated speaking course, this study investigated changes in motivational regulation and basic psychological needs satisfaction using Bayesian analyses. Results revealed strong evidence for increases in all three basic psychological needs, suggesting that the course provided a need-supportive learning environment. However, these gains were not accompanied by corresponding increases in autonomous motivation. Intrinsic motivation remained stable, whereas identified regulation showed strong evidence of a decrease. External and introjected regulations showed no meaningful change. Correlational analyses further indicated that increases in basic psychological needs satisfaction were not positively associated with increases in autonomous motivation, suggesting a potential discontinuity in the internalization process. These findings suggest conditions under which self-determination theory-based explanations may not fully apply in classroom-based language learning. Even when psychological needs are satisfied, contextual constraints embedded in a structured speaking course, such as grading requirements and mandatory reading targets, may offset the expected shift toward more self-determined forms of motivation. Implications for extensive reading implementation within integrated English-as-a-foreign-language speaking courses and self-determination theory-based motivational theory in structured educational contexts are discussed.
Intrinsic motivation · Language proficiency · Perception · Psycholinguistics · Second-language acquisition · Self-determination theory · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Motivation and Self-Concept in Sports
Theory of Probability
Assessing Reading
Bayesian inference for psychology. Part I
Language Learning Motivation
The L2 Motivational Self System
Extensive Reading in the Second Language Classroom
Intrinsic and extrinsic motivation from a self-determination theory perspective
Intrinsic Motivation and Self-Determination in Human Behavior
Toward learning-oriented assessment in extensive reading
Student Motivation and Associated Outcomes
Self-determination for all language learners
The effectiveness and efficiency of extensive reading at developing reading rates
Extensive Reading Quizzes and Reading Attitudes
The "What" and "Why" of Goal Pursuits
Motivation
The Effect of Pleasure Reading on Japanese University EFL Learners' Reading Rates
Why Are You Learning a Second Language? Motivational Orientations and Self-Determination Theory
Self-Determination and Classroom Engagement of EFL Learners
| Citation velocity | historical |
|---|---|
| Highly cited | No |