Background
Supportive teaching is essential to educational endeavors, especially in English language learning contexts. In such cases, the learners’ psychological needs, emotional aspects, and motivational mindset are the primary factors influencing the achievement of their learning goals (Hiver et al., 2022). This literature review aims to present the influence of need-supportive teaching (NST) on learners’ basic psychological needs (BPNs), students’ emotional states, and motivational orientations, based on experimental research articles. This research incorporates both SDT (self-determination theory) and CDST (complex dynamic systems theory) as theoretical frameworks to examine empirical studies that indicate a two-way relationship between NST and students’ motivation.
Need Supportive Teaching
NST is based on the principles of the SDT theory. Deci and Ryan (2017) assert that NST is an instructional approach in which educators ensure students’ needs are met. The idea behind this theory is that individuals’ positive tendencies toward flourishing are natural (Ryan & Deci, 2020). SDT, developed by Deci and Ryan (2000), underscores the significance of satisfying three fundamental psychological needs: autonomy, competence, and relatedness. These needs serve as the basis for the intrinsic motivation, life quality, and assets needed to function properly (Ryan et al., 2022; Ryan & Deci, 2019; Ryan & Deci, 2017).
According to Reeve and Cheon (2021), supportive teaching involves fostering an environment that nurtures students’ intrinsic motivation. The active nature of this process helps students to examine a variety of choices, acquire skills, and develop strong bonds in the learning space (Deci et al., 1991; Ryan & Deci, 2000). Ahmadi et al. (2022) distinguish between teachers’ motivational support through a system that describes SDT intervention principles. Therefore, the principles of the SDT theory, as applied in NST, emphasize the importance of meeting students’ needs to foster positive tendencies, intrinsic motivation, and a supportive learning environment.
Basic Psychological Needs (BPNs)
Autonomy, competence, and relatedness are BPNs required to promote success. “Autonomy refers to being self-initiating and self-regulating of one’s own actions” (Ryan & Deci, 1991, p.327).
“Competence involves understanding how to attain various external and internal outcomes and being efficacious in performing the requisite actions” (Deci & Ryan, 1991, p.327). In the learning environment, competence is developed through progressively difficult yet achievable tasks, constructive feedback, and opportunities for skill acquisition.
“Relatedness involves developing secure and satisfying connections with others in one’s social milieu” (Deci & Ryan, 1991, p.327). Building relatedness involves creating inclusive classroom environments that promote collaboration and peer interaction (Ryan & Deci, 2000). Alamer (2022) explores the complex interplay among these BPNs, motivational orientations, and the possibility of acquiring English-language skills.
Teachers can facilitate the students’ engagement in satisfying these needs, create resilience, and thus enhance motivation. On the other hand, Hornstra et al. (2018) identified additional insights into the role of the school in students’ satisfaction with relationships between the classroom and basic psychological needs. This insight can be used to explain the role of a need supportive learning environment in increasing students’ motivation and academic success.
Emotions
Emotions are an undisputed aspect of language learning since they shape learners’ attention, motivation, and engagement. According to Larsen-Freeman (2022), emotions are ever-present feelings that individuals experience and are part of their daily lives. Positive emotions, such as happiness, play an essential role in creating the atmosphere necessary for productive learning. When students are exposed to positive emotions, they display higher motivation and a more positive attitude to learning that particular language (Hornstra et al., 2018). These emotions are key to designing learning environments that foster drive, curiosity, and a sense of accomplishment (Jiang et al., 2023).
However, negative emotions such as anxiety and boredom can act as an obstacle to learning English. Students’ academic performance in language may suffer as they struggle to concentrate and perform (Jiang et al., 2023). This aspect can negatively affect students’ engagement, leading to frustration and a drop in their confidence (Jiang et al., 2023). Therefore, emotions significantly influence language learning outcomes, affecting students’ motivation, engagement, and overall performance.
A need for a supportive teaching approach can foster positive emotions among students and counter negative ones. In such an environment, learners can develop English language skills by working in settings that empower them (Ryan & Deci, 2017). This approach seeks to build connections based on positive emotions between education and students, and let them develop their language. There is a reciprocity between the need for supportive teaching and learners’ emotional experiences, as outlined by the broaden-and-build theory (Fredrickson; Johnson et al., 2021).
Positive emotions arising from the need for supportive instruction would diversify learners’ cognitive and behavioral repertoires, allowing them to process information more efficiently and accelerate English language acquisition. Through supportive teaching practices, teachers enrich the learning environment by creating a more interactive linguistic space where students feel free to experiment (Bureau et al., 2022). A positive emotional atmosphere enhances students’ motivation, persistence, and well-being, thereby promoting their language learning success.
Motivational Orientations
Motivational orientation concerns learners’ purposes and reasons for participating in learning activities. According to Alamer’s (2022) research, motivational styles comprise controlled and autonomous motivation; controlled motivation arises from external pressure, whereas autonomous motivation stems from inner values or interests. Supportive teaching techniques that follow the principles of SDT must provide learners with their BPNs for autonomy, competence, and relatedness (Bureau et al., 2022; Ryan & Deci, 2017).
As per Alrabai’s (2022) research, teachers in supportive roles tend to facilitate controlled and autonomous motivation by creating environments conducive to the development of BPN. Therefore, this type of supportive approach, which simultaneously increases students’ autonomy, competence, and relatedness, is very important.
Need Supportive Teaching
A supportive teaching method emphasizes learners’ autonomy, competence, and relatedness within the learning environment. Ryan and Deci (2000) propose that NST involves meeting students’ psychological needs for autonomy, competence, and relatedness. According to Larsen-Freeman (2022), language acquisition is a dynamic, multifaceted, and context-dependent process influenced by various interconnected factors.
Hiver et al. (22 ‘s)’s empirical studies on the dynamic nature of English learners’ basic psychological needs offer important insights into the relationship between teaching support and language acquisition. The role of supportive teaching in language learning revolves around developing language skills, fostering intrinsic motivation, promoting a positive learning environment, and increasing engagement.
Moreover, NST is a supportive structure that competently meets students’ BPNs. By offering options, enhancing skill development, and fostering positive relationships, NST increases students’ autonomy, competence, and relatedness (Wang et al., 2021). Ahmadi et al. (2022) underscore the important role teachers play in students’ motivation since the tutor’s behavior can influence the learner’s motivation. It can improve students’ emotions by producing positive emotions such as joy (Wang, 2023). Some effective NST interventions include providing learners with choices and challenging yet achievable tasks, increasing collaborative activities, and cultivating a culture of positivity.
The need for a supportive teaching framework has been consistently applied across different experimental studies. For instance, the study of Mendoza et al. (2023) traces improvements in academic performance and other educational settings after the implementation of NST. Hiver et al. (2022) and Ryan et al. (2021) show that establishing a positive, welcoming learning environment leads to deep engagement.
Olivier et al. (2021) found that NST improves long-term retention of learned material. Using memory strategies grounded in brain mechanisms, supportive teaching enables students to encode, consolidate, and retrieve information. Through repetition and meaningful engagement, students can effectively retrieve vital information when needed.
Reference
Johnson, L. K., Nadler, R., Carswell, J., & Minda, J. P. (2021). Using the broaden-and-build theory to test a model of mindfulness, affect, and stress. Mindfulness, 12, 1696-1707.