Systematic Literature Review on Basic Psychological Needs in Blended Learning for English Language Teaching
DOI:
https://doi.org/10.51454/jet.v7i1.835Keywords:
basic psychological needs, blended learning, English language teaching, systematic literature reviewAbstract
This study conducts a Systematic Literature Review (SLR) on basic psychological needs (BPNs) in blended learning (BL) for English language teaching (ELT). Using the PRISMA framework, eight articles published between 2016 and 2025 were selected from Scopus, EBSCOhost, and Google Scholar. The findings indicate that autonomy is the most consistently fulfilled need in BL environments. In contrast, competence and relatedness are conditionally satisfied, depending on factors such as supportive feedback, appropriate task difficulty, pedagogical scaffolding, and meaningful social interaction. Two main patterns emerge: autonomy is generally the easiest need to support, while competence and relatedness are more context-dependent. Most studies focus on examining BL’s effectiveness in enhancing motivation and learning outcomes, exploring BPN fulfilment, and extending the Self-Determination Theory (SDT) framework. Mixed-methods designs, particularly sequential explanatory approaches using questionnaires, are dominant, with participants mainly undergraduate students in Asia. This review highlights the importance of integrating psychological and pedagogical considerations in ELT practices.
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