Sustaining language learner well-being and flourishing: A mixed-methods study exploring advising in language learning and basic psychological need support

Abstract

The present study takes a self-determination theory perspective (Ryan & Deci, 2017) to explore the connections linking advising in language learning and basic psychological need satisfaction, and ways participation in advising can enhance learner well-being and flourishing. This study addresses a gap in research into advising by focusing on its role as psychological support for the language learner. The study adopts a concurrent triangulation mixed-methods approach to explore the advising experience of 96 Japanese language learners using an adapted version of the basic psychological needs satisfaction and frustration questionnaire (BPNSF; Chen et al., 2015) alongside an interpretative analysis of learner self-reports. The quantitative results show advising perceived as need-supportive, while the qualitative analysis identified examples of autonomous functioning, personal growth, and caring relationships as antecedents of need satisfaction. Together the findings suggest advising has an important role in supporting language learners in ways that underpin flourishing and enhance learner well-being.