Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective

In this article self-determination theory (SDT) is used as a framework to explore ways in which ‘advising in language learning’ (advising) can be understood to support language learners’ basic psychological needs of autonomy, competence and relatedness. These are defined in SDT as nutrients essential for integration, growth, healthy development and well-being (Ryan & Deci, 2017). SDT posits that social learning contexts in which learners’ basic psychological needs are supported facilitate and sustain autonomous functioning, more effective learning and performance, strengthen adaptability, promote awareness, and foster greater wellness (Reeve, 2016; Ryan & Deci, 2017; Vansteenkiste et al., 2019). While a growing body of research provides insight into ways advising promotes and is supportive of autonomous language learning and transformation (Kato & Mynard, 2016; Mynard, forthcoming), more specific studies are believed to be needed to develop a deeper understanding of the potential of its supportive role in this area. To address this gap, this study investigates how learners’ perceptions of their experiences in advising can be understood from an SDT perspective. Findings from a qualitative analysis of a self-reporting questionnaire suggests that participation in advising has potential to provide support for the satisfaction of language learners’ basic psychological needs. Drawing on the theoretical underpinnings of SDT to interpret this evidence within the context of one-to-one advising, the author argues that advising in language learning can play an important role in providing an autonomy-supportive climate which can foster satisfaction of learners’ needs for autonomy, competence and relatedness.