Teacher discourse as motivational architecture: How ESL classroom interaction shapes learner autonomy, competence, and relatedness

Abstract

While motivation and engagement are recognised as crucial factors in second language classrooms, the specific mechanisms by which classroom discourse mediates the link between instructional practices, motivation and engagement remain under-explored. This study examined the role of ESL teacher discourse as a motivational context. Grounded in discourse and thematic analysis that is guided by Self-Determination Theory and Self-System Model of Motivational Development, the research investigated how teacher discourse practices shape learners’ motivational experiences of autonomy, competence, and relatedness during classroom interaction. Data was collected through classroom observation and teacher interviews. The findings reveal that teacher discourse patterns do not function merely as instructional instruments but as critical resources that can either support or constrain learner autonomy, competence, and relatedness. The findings also reveal that institutional realities often shape teachers' interactional decisions and influence the extent to which motivational discourse can be sustained. Based on the findings, the study suggests implications for teacher development programmes, where reflective classroom discourse analysis raises interactional awareness regarding the motivational implications of teacher discourse practices in everyday classroom interaction.