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TASK
Vol. 2:2 (2022) ► pp.164–183

Self-Determination theory and tasks

A motivational framework for TBLT research

ORCID logo | Kindai University, Japan
ORCID logo | Kindai University, Japan
Researchers investigating TBLT have used psycholinguistic and sociolinguistic theories in support of the approach, but there has been limited discussion of motivational frameworks. A framework for motivation within TBLT would enhance our understanding of learner motivation, and could be utilised in future studies. This paper argues that Self-Determination Theory is an appropriate framework. After briefly describing the key tenets of TBLT and SDT, the paper shows how SDT helps us understand the motivational benefits of tasks. It outlines the six mini-theories of SDT, and aligns them with existing studies to highlight how results may be explained by these theories. Some suggestions are then provided as to how these theories can be used for conducting future classroom-based research.
Keywords: motivation, self-determination theory, theoretical framework, classroom, tasks
Article outline
  • Introduction
  • TBLT–A psycholinguistic and sociocultural rationale
  • TBLT and motivation
  • Self-Determination Theory (SDT): A brief overview
  • SDT and TBLT: A research framework
    • Cognitive evaluation theory (CET)
    • Organismic integration theory (OIT)
    • Causality orientations theory (COT)
    • Basic Psychological Needs Theory (BPNT)
    • Goal contents theory (GCT)
    • Relationships motivation theory (RMT)
  • Measurement
    • Basic psychological needs satisfaction and frustration scale (BPNSFS)
    • Language learning orientation scale (LLOS)
  • Conclusion
  • References
Published online: 24 January 2023
DOI logo
https://doi.org/10.1075/task.21024.lee
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