Self-Determination Theory in Blended Learning: Fostering Motivation and Language Outcomes in Primary EFL Learners

This study explores the role of Self-Determination Theory (SDT) in a blended learning environment to boost motivation and language outcomes among primary school English as a Foreign Language (EFL) learners. According to SDT, supporting autonomy, competence, and relatedness can enhance intrinsic motivation and academic performance. A quasi-experimental design involving 180 students was employed, with the experimental group experiencing an SDT-enhanced blended learning setting. Pre- and post-tests measured language proficiency in reading, writing, speaking, and listening, while motivation was assessed through the Intrinsic Motivation Inventory (IMI). Quantitative analyses using ANCOVA demonstrated significant improvements in speaking and listening skills, alongside heightened intrinsic motivation in the experimental group compared to the control group. Classroom observations further revealed that autonomy-supportive teaching, peer collaboration, and scaffolded feedback played pivotal roles in fostering student engagement and improving learning outcomes. These findings highlight the effectiveness of SDT-based strategies in blended learning and provide valuable insights into the connection between motivational factors and language learning success among young learners.