Research on Intrinsic Motivation Strategies and Chinese Learning Outcomes of Second Language Learners Based on Self-Determination Theory

Chenyang Feng

doi:10.71222/1q05vt90

Authors

Chenyang Feng University of International Business and Economics, Dongguan, China Author

DOI:

https://doi.org/10.71222/1q05vt90

Keywords:

self-determination theory, second language acquisition, intrinsic motivation, chinese education, pedagogical strategies

Abstract

This study focuses on the application of self-determination theory (SDT) in stimulating intrinsic motivation among second language learners and enhancing their Chinese learning outcomes. As global interest in the Chinese language continues to grow rapidly, educators face persistent difficulties in maintaining long-term student interest and active participation. Through comprehensive theoretical analysis and rigorous practical investigation, the research identifies the underlying mechanisms by which learner autonomy, competence, and relatedness needs directly influence language acquisition processes. Furthermore, it proposes actionable pedagogical strategies to promote and sustain intrinsic motivation across diverse educational contexts. Current challenges in Chinese language learning, such as low learner engagement, insufficient autonomous learning capabilities, and significant motivational decay over time, are systematically addressed through targeted motivational strategies. Optimization paths developed in this study include the implementation of autonomy-supportive teaching methodologies, targeted competence enhancement exercises, active social interaction facilitation, and sustainable motivational curriculum design. By integrating these critical elements into daily instructional practices, educators can successfully create a more supportive, inclusive, and highly engaging learning environment. Ultimately, the study provides robust practical guidance for improving overall Chinese learning effectiveness, fostering resilient learner motivation, and significantly advancing contemporary academic research on motivation-driven second language acquisition frameworks.

References

1. J. Sarmento, "Strengthening student writing through Scaffolded Instruction in Middle Years English Classrooms," Metaphor, no. 2, pp. 26-31, 2024.

2. E. Susanti, "Enhancing problem-solving skills in elementary students through Realistic Mathematics Education," SCIENCE: Jurnal Inovasi Pendidikan Matematika Dan IPA, vol. 5, no. 1, pp. 48-59, 2025.

3. M. I. Syamwardana, R. Soe'oed, and M. Teodora Ping, "The Influence of Digital Game-Based Learning and Students' Learning Motivation Upon the Students' English Learning Achievement in SMPN 10 Samarinda," Journal of Syntax Literate, vol. 10, no. 5, 2025.

4. S. A. Mostafa, M. S. Ahmad, A. Ahmad, M. Annamalai, and A. Mustapha, "A dynamic measurement of agent autonomy in the layered adjustable autonomy model," in Recent developments in computational collective intelligence, Cham: Springer International Publishing, 2014, pp. 25-35.

5. R. D. Gonzales, "Motivational orientation in foreign language learning: The case of Filipino foreign language learners," TESOL Journal, vol. 3, pp. 3-28, 2010.

6. W. Tsai, "Social capital, strategic relatedness and the formation of intraorganizational linkages," Strategic management journal, vol. 21, no. 9, pp. 925-939, 2000.

7. H. Tohidi and M. M. Jabbari, "The effects of motivation in education," Procedia-social and behavioral Sciences, vol. 31, pp. 820-824, 2012.

8. E. L. Deci and R. M. Ryan, Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media, 2013.

9. R. A. Kusurkar, G. Croiset, and O. T. J. Ten Cate, "Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination theory," Medical teacher, vol. 33, no. 12, pp. 978-982, 2011.

10. L. He and C. Li, "Continuance intention to use mobile learning for second language acquisition based on the technology acceptance model and self-determination theory," Frontiers in Psychology, vol. 14, 2023, Art. no. 1185851.

11. A. Alamer, E. S. Robat, M. E. Shirvan, and R. Ryan, "Self-determination theory and language learning: A multilevel meta-analysis," Educational Psychology Review, vol. 37, no. 2, p. 59, 2025.

12. W. S. Davis, "Encouraging continued university foreign language study: A self-determination theory perspective on programme growth," The Language Learning Journal, vol. 50, no. 1, pp. 29-44, 2022.

13. B. D. Jones, S. Llacer-Arrastia, and P. B. Newbill, "Motivating foreign language students using self-determination theory," International Journal of Innovation in Language Learning and Teaching, vol. 3, no. 2, pp. 171-189, 2009.

14. A. Muñoz and M. Ramirez, "Teachers’ conceptions of motivation and motivating practices in second-language learning: A self-determination theory perspective," Theory and Research in Education, vol. 13, no. 2, pp. 198-220, 2015.

15. K. A. Noels, L. G. Pelletier, R. Clément, and R. J. Vallerand, "Why are you learning a second language? Motivational orientations and self‐determination theory," Language learning, vol. 50, no. 1, pp. 57-85, 2000.

16. A. H. Al-Hoorie, W. Q. Oga-Baldwin, P. Hiver, and J. P. Vitta, "Self-determination mini-theories in second language learning: A systematic review of three decades of research," Language Teaching Research, vol. 29, no. 4, pp. 1603-1638, 2025.

17. K. A. Noels, L. G. Pelletier, R. Clément, and R. J. Vallerand, "Why are you learning a second language? Motivational orientations and self‐determination theory," Language learning, vol. 53, no. S1, pp. 33-64, 2003.