HANOI UNIVERSITY

ENGLISH DEPARTMENT

SELF-DETERMINATION THEORY
AND PEDAGOGICAL IMPLICATIONS
FOR TEACHERS

Supervisor: Lý Hương Nguyên, M.A

Students:
1. Nguyễn Thạc Trà My; Student’s ID: 2107010186
2. Trần Yến Nhi; Student’s ID: 2107010208
3. Phạm Thị Minh Phương; Student’s ID: 2107010223

Hanoi, 2024
 STATEMENT OF ORIGINALITY

This is to certify that to the best of our knowledge; the content of this paper is our own
work. This paper has not been submitted for any degree or other purposes. We certify that the
intellectual content of this paper is the product of our own work and that all the assistance
received in preparing this paper and sources have been acknowledged.

Date: 15/01/2024

Group leader’s name: Phạm Thị Minh Phương

Leader’s signature: Phương

I. Introduction

In recent years, learning English has become increasingly essential for learners,
especially university students. While learning a new language, there are a host of
obstacles that students may encounter: vocabulary shortage, grammar mistakes, and
even a lack of motivation to keep studying for the better. In this paper, we attempt to
figure out Self-determination theory, which relates to the way people try to handle both
external and internal factors in enhancing their desire to learn English. Also, we discuss
three basic psychological needs: autonomy, competence, and relatedness, which are
associated with academic engagement and better learning outcomes. Following that are
some visible pedagogical applications in academic settings.

II. Body

1. Literature review

1.1. A brief review of motivation

Firstly, there are certain definitions of motivation from some experts. Motivation
is described as an individual's inclination to attain goals depending on a set of criteria
(Yousefi, A. et al 2009). Motivation may also be described as a person's intention to
repeat an action and vice versa (Alizadeh, 2016). According to Lai (2011), motivation
refers to the causes that drive conduct defined by willingness and volition. According to
many writers' explanations of motivation, motivation is a combination of effort and
desire that offers the reasons for people's actions, objectives, and requirements to attain
the goal of learning towards an objective.
Although motivation is essential in the language learning process, university
students frequently lose focus on their studies for a variety of reasons. To increase
student motivation, teachers should be more adaptable in their use of media, approach,
and content in learning activities. When pupils achieve their goals, they should be
properly rewarded. Even though rewarding pupils might be ineffective at times, kids
must be rewarded to become more confident and patient with their studies in the future.

1.2. Self-determination theory (SDT)

Motivation in general, is internally driven, and self-determination theory (Deci &
Moller, 2007; Deci & Ryan, 2002) aims to explain how people manage external and
internal factors. SDT is a comprehensive theory addressing human motivation, emotion,
and development, emphasizing factors that either facilitate or hinder assimilation and
growth-oriented processes. Particularly crucial in education, SDT recognizes students'
intrinsic learning tendencies as instructors' most valuable asset. However, in this
context, external constraints are often imposed with the well-meaning intention of

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enhancing students' learning. The theory underscores individuals' efforts to satisfy three
fundamental psychological needs: autonomy, competence, and relatedness.
In terms of autonomy, we want to be able to make our own decisions rather than
being compelled to do something we don't want to do. Second, competence is the
moment when we want to feel like we have the abilities needed to accomplish the work
ourselves rather than being presented with duties that we don't comprehend. Also,
relatedness means that we want to feel like we belong, that we are needed, and that we
are not worthless or outsiders. Motivation can be categorized as non-self-determined or
self-determined.
According to Deci and Ryan (1985), amotivation is defined as the lack or
absence of a volitional urge to engage in any activity. Amotivated students are neither
intrinsically nor extrinsically motivated, and they shun academic assignments because
they see no meaningful link between their actions and their consequences (Pelletier et
al., 2001; Vallerand et al., 1992). Therefore, in general, amotivation refers to a lack of
self-determination.

Furthermore, intrinsic motivation occurs when an activity is pursued for interest,

enjoyment, or inherent satisfaction (Ryan and Deci, 2002; Vallerand and Ratelle, 2002).
Intrinsic motivation to know reflects a desire for understanding and learning, while
intrinsic motivation toward accomplishments involves seeking a sense of achievement
and capability. Additionally, intrinsic motivation to experience stimulation entails
engaging in an activity for the pleasure or sensations it provides.

On top of that, extrinsic motivation refers to rewards or threats of punishment

that motivate individuals to perform an action or task and is categorized into four types:
integration, identification, introjection, and external regulation. Integrated regulation of
extrinsic motivation is an activity that is recognized as valuable and is included in a
person's behavior as a means to an aim rather than for intrinsic enjoyment. Identified
regulation occurs when individuals engage in an activity because they believe it holds
value (Petrie & Govern, 2004). Introjected regulation involves self-imposed incentives
and constraints, while external regulation is governed by external rewards or imposed
restrictions (Vallerand et al., 1992). Introjected conduct, though inwardly motivated, is
externally perceived and doesn't originate intrinsically. Externally regulated extrinsic
motivation is the least autonomous form, as seen when a student studies for an exam
solely for a good grade or to avoid peer ridicule, without any interest in further
understanding the subject once the exam is over.

2. Concepts of motivation in reality (personal experience)

I have gained a deep understanding of the concepts related to my motivation,
which will greatly assist me in enhancing my English skills as a secondary school
student. During my sixth-grade year, I struggled with English proficiency and faced
anxiety when showing my abilities in the four language skills. I maintained concerns
about making mistakes and facing criticism from both instructors and peers.
Nevertheless, my secondary English teacher, Khanh, was the person who motivated and
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influenced me to alter my perspective on learning a foreign language. She used
numerous games and exercises to enhance our comprehension of knowledge.
Additionally, she spent a few minutes at the start of each session watching brief English
films or songs as a means of repeating vocabulary and reviewing previous courses.
Furthermore, she consistently provided caring and extensive support whenever I
encountered difficulties in learning English. Subsequently, I began to have a sense of
passion for English, intensifying my efforts in studying and looking forward to English
sessions. Due to that desire, I have been making all my efforts to learn English abilities
to enhance my confidence and proficiency. My experience shows intrinsic motivation,
which refers to the enjoyment and satisfaction achieved by engaging in an activity for its
own sake, rather than for any external rewards. Based on my extensive experience, the
benefits of motivation in the process of learning a foreign language were presented.
3. Motivation concepts application (pedagogical implications)
In practice, individuals facing amotivation, characterized by a lack of
determination, struggle to comprehend the subject, resulting in a sense of detachment
from the material. This lack of understanding leaves their need for competence
unfulfilled and erodes autonomy. From such situations, teachers can be more flexible on
materials, such as using slides, videos, or games while teaching to improve the
classroom atmosphere as well as the quality of the syllabus. Instructors should
encourage students to divide their homework into smaller tasks so that they can finish
one by one effectively. Furthermore, teachers also advise classmates that learners should
interact mutually while learning. Telling him/her that it would be a bit difficult at first,
yet they should try their best to see preferable results in the future.

According to Ryan and Deci (2000), external regulation is seen as the least
autonomous kind of behavioral regulation for students who are affected by external
regulation. Put another way, pupils can't control their actions without external rewards,
and when they're bored or uninterested, they'll act out. For instance, a secondary student
studies very hard because she knows that she would earn a doll if she obtains a perfect
score in school. However, she loses interest in learning and experiences boredom
everytime she studies because her parents do not intend to compensate her for her
performance on the next exam. Teachers can assist students who are externally regulated
by designing lessons or fostering a classroom culture that encourages students to self-
regulate (Bardach, L., Yanagida, T., Goetz, T., et al, 2023). To increase students'
motivation to study, teachers should rethink the traditional "reward" system and think of
creative alternatives. For example, students can be free to select classmates or teams to
debate or discuss in class or incorporate their favorite subjects and activities into the
sessions. Since instructors are the main adults that students engage with at school,
teachers should confide in students, answer their questions, and offer guidance.

Intrinsic motivation acts as an internal force propelling students to engage in

academic tasks, driven by their authentic interest in learning and the enjoyment of the
learning process (Schiefele, 1991). They willingly tackle challenges, demonstrating
enthusiasm for learning, even in the absence of external rewards (Chow & Yong, 2013).
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Boosting intrinsic motivation involves creating compelling learning experiences, with
teachers as role models instilling their passion for learning through engaging methods
like involving the school community, outdoor lessons, or character dress-up activities.
This active involvement helps address declining motivation, aversions to subjects, and
disruptions in classroom management (Handley, 2010). Employing creative teaching
methods, interest-driven texts, and diverse resources positively impacts student
engagement and strengthens connections to the curriculum (NSW DET, 2004). Teachers
can implement "Rich Tasks", purposeful performances or products mirroring real-life
roles, as assessable and reportable activities to assess students' understanding and
promote active participation in learning (QLD DET, 2001; Zevenbergen, Walsh &
Niesche, 2009). Nurturing a passion for learning for its own sake opens up possibilities,
making intrinsic motivation a fundamental aspect of students' educational journeys.
Teachers hold a crucial role in implementing engaging learning experiences, motivating
students to value knowledge and take charge of their learning.

4. Importance of motivation in education

Lecturers, more than anyone else, should acknowledge the significance of

understanding motivation in education. Motivation is widely accepted among teachers
and researchers as a crucial factor influencing the pace and success of second language
learning. It serves as the initial driving force to start learning a second language and
later becomes the sustaining energy for the lengthy and challenging learning journey
(Dörnyei, 1998, as referenced in Huang, 2007). Conversely, when lacking sufficient
motivation, even individuals with exceptional abilities struggle to achieve long-term
goals, and effective curricula and good teaching alone cannot guarantee students'
success (Dörnyei & Csizér, 1998, as referenced in Huang, 2007).

In addition, motivation shapes student behavior and performance. When students

are motivated, they exhibit a more positive and energetic attitude in the classroom and
towards their learning. Motivated students are more likely to take initiative, persist
through challenging material, learn from mistakes, and tackle tasks with determination.
This highlights the importance of having highly motivated teachers, as motivation in
teaching enhances classroom effectiveness and contributes to better learning outcomes
(Borah, 2021).

III. Conclusion

In conclusion, motivation is a driving force in education that significantly

impacts both teachers and students. It creates an environment conducive to effective
learning, personal development, and overall success in the academic journey. Teachers
play a vital role in fostering motivation, and cultivating a motivated mindset in students
contributes to a positive and enriching educational experience.

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