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Abstract
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The study is to explore whether the sufficiency of competence, autonomy and relatedness needs has a considerable influence on Iranian EFL learners’ motivation or not. Research is needed to suggest some ways to enhance students’ sense of competence, autonomy and relatedness. Thus, it is important for Iranian learners to be motivated by the feeling that learning English is useful and easy. Also, the sufficiency of these needs displays a tendency to raise L2 motivation. The theory is that the more students’ innate needs of competence, autonomy and relatedness are satisfied, the more their intrinsic motivation will be raised. It is necessary to reexamine this theory in Iran EFL context to find out about the relationship between needs fulfillment and motivation. It is needed to do more research on SDT in Iran EFL learning context so that the students’ motivational orientations for learning English will be identified. Besides, the impact of the innate needs on motivational orientations (intrinsic motivation, identified regulation, introjected regulation and external regulation) will be clear. In Deci’s view, when the needs are being fulfilled, we will have plenty of motivation. If there are obstacles between students and these needs, they won’t be motivated. It is necessary for us to know about the social contexts of learning English in universities of Iran so that we will know about the students’ motivation and its obstacles. To help the students be more efficient in learning English it is crucial to find out if the class is effective in raising their motivation and learning English.
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