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Abstract
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Over the past several decades, motivation has been widely acknowledged as one of the most influential factors in second language acquisition, shaping learners’ engagement, persistence, and ultimate success (Dörnyei, 2011; Gardner, 1985). Early socio-educational models emphasized the role of attitudes and integrative motivation, while more recent perspectives have shifted toward cognitive and socio-dynamic approaches that account for learners’ internal psychological processes (Dörnyei & Ushioda, 2021). Among these, Self-Determination Theory (SDT) has emerged as a particularly powerful framework for understanding language learning motivation, as it focuses on the degree to which human behavior is self-determined and internally regulated (Deci & Ryan, 2000, 2008). According to SDT, learners’ motivation and well-being depend largely on the satisfaction of three innate psychological needs: autonomy, competence, and relatedness (Deci & Ryan, 2000; Ryan & Deci, 2008). Autonomy refers to the sense of volition and personal agency in learning; competence involves the perception of effectiveness and mastery; and relatedness reflects the feeling of social connection and belonging within the learning environment (Niemiec & Ryan, 2009). When these needs are satisfied, learners are more likely to develop intrinsic motivation, engage more deeply in learning activities, and achieve higher academic outcomes (Noels et al., 2003; Bureau et al., 2022). Conversely, frustration of these needs may lead to disengagement and poor performance (Kayir & Korkmaz, 2025). In the context of English as a Foreign Language (EFL), a growing body of research has demonstrated that satisfaction of basic psychological needs plays a crucial role in promoting language learning success. Empirical studies have shown that learners who experience higher levels of autonomy, competence, and relatedness tend to exhibit stronger motivation, greater persistence, and higher levels of language proficiency (Alamer, 2022
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