Motivation in L2 learning: An analysis with self-determination theory

Abstract

In response to the national policy, compulsory English courses are offered to all undergraduates in Bangladesh, and all of them must attend mandatory English lessons at the secondary level for 12 years. This study started with an observation where learners from non-English departments, compared to the BA English students, were found to be less motivated during classes, lacked essential language skills for advanced-level courses, and were unwilling to improve their linguistic repertoire. 162 participants from two universities in Chattogram, Bangladesh, were selected for this mixed-mode research to conduct a three-phase study within a self-determination theory (SDT) framework, a comparatively newer model of studying human behaviour. It is utilised as a macro theory to examine human psychology and the mechanism of probable actions, and the three dimensions of SDT (autonomy, competence, and connectedness) were tested to assess learners’ determination level and address the issues mentioned above. Based on follow-up qualitative data, the study concluded that learners’ inconsistent conduct is influenced by externally regulated behaviour. They resist this extrinsic pressure from the beginning of their English education in schools and fail to feel connected to the existing language teaching practices leading to such output at the universities.