A central point that has attracted researchers’ attention for several decades is related to establishing the causal relationship between student motivation and second language (L2) achievement. Based on self-determination theory, we investigated the effects of motivational interventions applied by English language teachers on subsequent L2 achievement through the meditating effect of students’ basic psychological need for autonomy, intrinsic motivation, and motivational intensity. To obtain precise results, we applied structural equation modeling (SEM) to examine whether the impact of the intervention on L2 achievement was direct and/or indirect. The results of SEM indicated that the effect is both direct and indirect, and the model variables explained approximately 87% of the variance in students’ achievement. Moreover, the indirect effects of the intervention on L2 achievement were significant, suggesting the key role that autonomy and intrinsic motivation played in understanding the positive impact of teacher motivational strategies on students’ language achievement. The experimental-driven findings represented by the SEM model in the present study denote a strong empirical evidence of the role of teacher motivational practice on student L2 achievement and important implications for the English as a foreign language (EFL) profession in this regard.

中文翻译：

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教师激励实践对学习者第二语言成绩的影响：使用结构方程模型的自我决定理论视角


几十年来吸引研究人员关注的一个中心点是建立学生动机与第二语言（L2）成绩之间的因果关系。基于自我决定理论，我们通过对学生自主基本心理需求、内在动机和动机强度的冥想作用，研究了英语教师的动机干预对后续二语成绩的影响。为了获得精确的结果，我们应用结构方程模型（SEM）来检查干预对第二语言成绩的影响是否是直接和/或间接的。 SEM 的结果表明，影响既有直接的，也有间接的，模型变量解释了大约 87% 的学生成绩差异。此外，干预对第二语言成绩的间接影响是显着的，这表明自主性和内在动机在理解教师激励策略对学生语言成绩的积极影响方面发挥着关键作用。本研究中 SEM 模型所代表的实验驱动结果提供了强有力的实证证据，证明了教师激励实践对学生 L2 成绩的作用，并在这方面对英语作为外语 (EFL) 职业产生了重要影响。