Impact of Teenage EFL Learners’ Psychological Needs on Learning Engagement and Behavioral Intention in Synchronous Online English Courses

Abstract

There is a relatively small body of literature that is concerned with the extent to which students are actively engaged in online English learning. To address this issue, the present study investigates 233 Chinese secondary school students attending online English courses during the pandemic and explores the degree to which learners are behaviorally, cognitively, emotionally, and socially engaged in synchronous online English courses. Three basic psychological needs (autonomy, competence, and relatedness) are examined as antecedents of learning engagement, and the behavioral intention is hypothesized as a learning outcome. This study takes a mixed-methods approach, integrating quantitative data from questionnaires and qualitative data from semi-structured interviews. A partial least squares (PLS)-structural equation modeling (SEM) technique was used to test hypotheses and the proposed research model. The quantitative findings indicate that, firstly, whereas the basic psychological needs predict students’ four dimensions of online learning engagement, competence is confirmed to be the strongest predicting factor. Secondly, behavioral intention is significantly influenced by students’ cognitive engagement and emotional engagement. Thirdly, thematic analysis of the qualitative data shows that students tend to have a lower level of engagement compared with a face-to-face classroom learning enviroment, and a more interesting and interactive online course design is crucial to the fulfillment of learners’ psychological needs of autonomy and relatedness in synchronous online English learning.