Examining the Role of Basic Psychological Needs in Online Language Communication: A Comparison of Synchronous and Asynchronous Modes

Zilu Jiang; Kui Xie; David Stein

doi:10.24059/olj.v29i4.5222

Authors

Zilu Jiang Johns Hopkins University
Kui Xie https://orcid.org/0000-0002-7173-4859
David Stein https://orcid.org/0000-0003-3721-5059

DOI:

https://doi.org/10.24059/olj.v29i4.5222

Keywords:

Basic psychological need satisfaction, Willingness to communicate, asynchronous learning, synchronous learning, complexity, accuracy, Fluency (CAF), Frequency of Communication

Abstract

Although the role of psychological needs in supporting language learning is well established, less is known about how these needs operate in different online learning modes. This study investigates how basic psychological needs satisfaction (i.e., autonomy, competence, and relatedness) is associated with students’ willingness to communicate (WTC), as well as their communication quantity and quality, across asynchronous and synchronous online language learning. Using the experience sampling method (ESM), data were collected from 104 students over multiple time points during real-time online classes. Multi-group path analysis was then conducted to compare structural relationships across the two learning modes. Results showed that while competence and relatedness needs were positively associated with WTC in both modes, autonomy need satisfaction was associated with WTC only in asynchronous settings. WTC was associated with communication frequency and fluency in both modes, but its link to complexity and accuracy emerged only in synchronous sessions. These findings highlight the differentiated roles of psychological needs in shaping communicative engagement across online instructional formats.

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