Basic psychological needs, autonomous single language interest, and vocabulary achievement: An integrated model

Abstract

Psychological factors such as metacognition have been consistently reported as key variables in this regard. Guided by Self-determination theory (SDT) as well as L2 grit, a new concept was developed referred to as autonomous single language interest (ASLI). It emphasizes the singular long-term interest in learning the L2 until it is achieved. The present article reports on the effect of ASLI on the attainment of L2 Arabic vocabulary. As the literature emphasizes the importance of students’ self-perceptions of their three basic psychological needs (BPN) of autonomy, competence, and relatedness, they were hypothesized to be antecedents of ASLI. Thus, an integrated model (i.e., BPN  ASLI  L2 vocabulary achievement) was hypothesized. Data were collected from 259 international students enrolled in the Department of Arabic at different universities in Saudi Arabia. Using structural equation modeling (SEM), results revealed that self-perception of the three BPN significantly related to ASLI. In turn, ASLI was positively associated with increased vocabulary achievement. Specifically, the effect of BPN on vocabulary achievement was only indirect through ASLI. These findings highlight the importance of ASLI as a mediator of BPN when assessing their relevance to L2 vocabulary achievement.