Language learning strategies (LLS) are central to second language acquisition, and their success depends on learner motivation. This study looks at how autonomy, competence, and relatedness shape the experiences of Malaysian undergraduates, using Self-Determination Theory (SDT) as the framework. These three needs have not been studied in depth in the Malaysian context. The study set out to examine how learners perceive these needs, how they are connected, and whether differences exist across academic disciplines. Four hypotheses were developed to guide the research. Data were collected through a structured questionnaire with 42 items: competence (19), autonomy (11), and relatedness (12). A total of 218 undergraduates from Malaysia’s largest public university took part. Responses were rated on a Likert scale, and reliability was confirmed using Cronbach’s Alpha. The findings show that learners reported moderately high engagement in autonomy, competence, and relatedness. Significant positive correlations were found among the three needs, confirming their close relationship in language learning. This study suggests that motivational support and strategic training should be integrated into educational methods. It encourages future research to extend this framework to multiple contexts and disciplines to deepen our understanding of language learning.
N. Abas, Nadiah Zubbir, Noor Hanim Rahmat et al.· International journal of res...· 0 citations
Examination of university students’ motivation for using ChatGPT in learning indicates that students perceive ChatGPT as a useful learning tool that supports assignment completion, enhances learning efficiency, and contributes positively to academic performance.
Chai-Chuen Lee, Ai-Min Teo, Sek-Yui Lee et al.· International journal of res...· 0 citations
It is implied that ChatGPT may function as a useful tool in the writing process for students, and future studies may explore the long-term effects of AI-assisted writing on students’ independent writing abilities.
Nur Maizura Lin, Puspalata C. Suppiah, Suzana Hamzah et al.· International journal of res...· 0 citations
Guided by Social Cognitive Theory, this study examines learners’ academic writing strategies drawing on Bandura's (1986) model, and focuses on how environmental, personal and behavioural factors are interdependent in influencing learners' writing. The study employed a quantitative survey design involving 109 undergraduate and postgraduate students in a Malaysian public university. The data were gathered using a structured questionnaire adapted from Raoofi et al. (2017), consisting of 27 items grouped under three main strategy domains: metacognitive, cognitive/effort regulation and social-affective strategies. The data obtained were analysed using descriptive statistics and correlation analysis through SPSS. The findings show that learners reported using metacognitive strategies, particularly for revising and monitoring their writing, while social strategies were used at a moderate level. This correlation analysis shows significant relationships among all three factors, with the strongest between personal and behavioural factors. Overall, the findings reveal the interconnected roles of cognition, action, and the learning environment in academic writing. The study provides pedagogical insights on shaping self-regulated writers and offers directions for further research on developing writing strategies.
Noor Hanim binti Rahmat, Nur Huslinda Che Mat., Norazrin Zamri et al.· International journal of res...· 0 citations
Results imply that achievement-oriented students are also more likely to self-regulate their effort and socialise with writing behaviour of others, which indicates an inter-related motivational profile.
Nur Huslinda Che Mat., Nur Maizura Lin, Suzana Hamzah et al.· International journal of res...· 0 citations
Investigating learners’ perceptions of ChatGPT use, their perceptions of the planning, translating, and reviewing stages of writing, and the relationship between ChatGPT and these stages suggest that ChatGPT functions as a complementary tool that supports learners throughout the writing process while preserving the importance of cognitive and strategic writing behaviours.
Izlin Mohamad Ghazali, Hidayu Shafie, Nurul Nadiah Dewi Faizul Ganapathy et al.· International journal of res...· 0 citations
This study systematically reviews the current evidence on AI in academic writing using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines and contributes a comprehensive synthesis of current research by integrating pedagogical, assessment, and human perspectives through the TPACK, assessment, and Technology Acceptance Model frameworks.
Saidatul Akmar Zainal Abidin, Noor Hanim binti Rahmat· International journal of res...· 0 citations
Examination of the relationship between competence, autonomy, and relatedness in academic writing in the context of ChatGPT usage shows positive perceptions of using ChatGPT in improving academic achievement, critical thinking skills, and the motivation of students.
Julina Munchar, T. A. Buhari, Sharifah Shahnaz Syed Husain et al.· International journal of res...· 0 citations
With growing pressure in today’s world, students are facing burnout from meeting academic demands. This may influence students’ motivation and academic engagement, which causes growing concern in higher education. Therefore, this study is conducted to examine the influence of burnout on students’ motivation by integrating the Job Demands–Resources Model and Expectancy–Value Theory. These relationships are then tested using Partial Least Squares Structural Equation Modeling (PLS-SEM). A questionnaire consisting of three components including value, expectancy, and affective was distributed to 125 undergraduate students. The results were then analysed using SmartPLS, following a two-stage procedure involving measurement and structural model assessment. The findings revealed that the measurement model exhibited satisfactory reliability and validity across all constructs. Structural model results revealed that disengagement exerted significant effects on all three motivational components (value, expectancy, and affective), indicating its strong and consistent influence on students’ motivational beliefs and emotional responses toward learning. Exhaustion, however, showed a more selective impact, significantly influencing expectancy but not value or affective components. Overall, the results suggest that motivational withdrawal affects students' motivation greater than emotional fatigue. These findings contribute to a more detailed understanding of how multiple aspects of burnout may affect students' motivation. The study also highlighted that PLS-SEM is useful in studying the complex relationship between psychological constructs. The results of this study contribute to addressing students’ loss of interest and highlight the role of educators in supporting student motivation during lessons.
Saidah Ismail, Haslinda Md. Isa, Noor Hanim binti Rahmat et al.· International journal of res...· 0 citations
The study concludes that AI should function as a supportive technology that complements human judgement rather than replacing academic responsibility, providing implications for universities, educators, researchers, students, and policymakers.
Noor Hanim Rahmat· International journal of res...· 0 citations
The results support the Self-Determination Theory as a valid framework for online learning motivation and show that ChatGPT can promote learners' competence, autonomy, and relatedness if responsibly integrated into online learning settings.
E. S. Mohandas, Aini Faridah Azizul Hassan, Nor Azyyati Md Saad et al.· International journal of res...· 0 citations
The findings revealed that the students relied on metacognitive and cognitive writing strategies and reflected their high resilience and effort regulation despite showing a lower consistency in regular writing practice, which offers a foundation for more focused instructional interventions in higher education.
Nurul Syafieqah Jaafar, N. Rosly, Najwa Zulkifli et al.· International journal of res...· 0 citations
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