Effectiveness of a scaffolded autonomous learning scheme in enhancing learners’ motivation in EFL classes

Abstract

This study investigated the impact of a scaffolded autonomous learning scheme based on self-determination theory (SDT) on English as a Foreign Language (EFL) learners’ motivation. The study used an experimental approach by applying the one-group pre- and post-test design. The number of participants included in this study was 31 students, aged 18–19; they were first-year students studying English in the preparatory year at Umm Al-Qura University. The motivation scale used was Gardner’s Attitude/Motivation Test Battery, which was modified to measure language learning motivation. The researcher designed and applied an intervention-scaffold autonomous scheme based on SDT. The study found that the intervention scheme significantly improved learners’ motivational factors related to nervousness, self-efficacy, and confidence. The T-test also reported improved views of the English lecturer’s role, increased value for student input, encouragement of independent thought, and increased personal effort in learning. Results showed that a course scheme significantly improved participants’ motivation through clear learning objectives, flexible activities, engaging assignments, and an inspiring layout. The results suggest that the language learning program has had a positive and all-encompassing impact on participants’ motivations, with some items showing lower mean scores. Overall, the language education initiative has had a positive and all-encompassing impact on participants’ motivations.