Using social reinforcement in online Language learning to foster motivation through self-determination theory.

This study aimed to investigate the effects of social reinforcement on Iranian EFL learners' motivation (i.e., autonomy, competence, and relatedness) within online language learning environments. Adopting an explanatory sequential mixed-methods design, the research involved 100 intermediate-level Iranian EFL learners aged 24-39. Participants were randomly assigned to either an experimental group, which received targeted social reinforcement during online activities, or a control group, which engaged in the same activities without specific reinforcement. Quantitative data, gathered via pre- and post-intervention administrations of a validated motivation scale, were analyzed using independent samples t-tests. These analyses revealed statistically significant improvements in scores for autonomy, competence, and relatedness among learners in the experimental group compared to their counterparts in the control group. Complementary qualitative findings, derived from content analysis of semi-structured interviews, further indicated that participants who received social reinforcement perceived it as positively influencing their autonomy, competence, and relatedness. These convergent results underscore the considerable potential of strategically implemented social reinforcement to foster enhanced learner motivation in online EFL contexts, offering valuable insights for pedagogical practice and the design of more supportive virtual learning spaces.