10.57647/jntell.2025.0401.07

A Theoretical Exploration of Online Classroom Engagement: Insights from Cognitive Evaluation Theory, Basic Psychological Needs, and Relationship Motivation Theory

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  • Elham Hajibabaei1,
  • Mehrdad Sepehri*1,
  • Fariba Rahimi Esfahani1,
  1. English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran

Received: 2025-02-02

Revised: 2025-02-23

Accepted: 2025-03-10

Published in Issue 2025-04-23

Copyright (c) 2025 Elham Hajibabaei, Mehrdad Sepehri, Fariba Rahimi Esfahani (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Hajibabaei, E., Sepehri, M., & Rahimi Esfahani, F. (2025). A Theoretical Exploration of Online Classroom Engagement: Insights from Cognitive Evaluation Theory, Basic Psychological Needs, and Relationship Motivation Theory. Journal of New Trends in English Language Learning (JNTELL), 4(1). https://doi.org/10.57647/jntell.2025.0401.07
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Abstract

This study aimed to investigate the extent to which Cognitive Evaluation Theory, Basic Psychological Needs Theory, and Relationship Motivation Theory account for Iranian EFL learners’ motivation in online classroom engagement. To achieve this, a survey-based study was conducted, in which participants completed four validated instruments: the Classroom Engagement Questionnaire, the Academic Motivation Scale, the Basic Psychological Need Satisfaction Scale, and the Teacher as Social Context Questionnaire—Student Form (TASC-SF). The study sample comprised 200 Iranian intermediate EFL learners, aged 19 to 25, who were selected through convenience sampling from Isfahan and Chaharmahal and Bakhtiari Provinces. Both male and female participants were enrolled in a BA English program at Islamic Azad University. To ensure homogeneity in language proficiency, the Oxford Quick Placement Test (OQPT) was administered. Data collection was conducted electronically via Google Docs, where participants completed the aforementioned scales and questionnaire. The collected data were analyzed using Structural Equation Modeling (SEM), revealing that the motivational variables included in the study significantly influenced online classroom engagement. The findings suggest that English language teachers who understand the interplay between learners' motivation and online classroom engagement within the framework of Self-Determination Theory (SDT) can more effectively serve as facilitators, supporters, and counselors in the educational process. Furthermore, the findings highlight the need for instructional approaches and curricula that prioritize active classroom participation for both teachers and students in the Iranian EFL context.

Keywords

  • Engagement,
  • Basic psychological needs theory;,
  • Motivation,
  • Self-determination theory
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