Understanding Speaking Demotivation in Iranian EFL Contexts: A Self-Determination Theory Analysis of Learner and Teacher Perspectives

Abstract

This study investigates how speaking demotivation is experienced and interpreted by Iranian English as a Foreign Language learners and teachers through the lens of Self-Determination Theory (SDT), with particular attention to autonomy, competence, and relatedness. Thirty participants (15 learners and 15 teachers) from two private language institutes in Iran took part in semi-structured interviews. Data were analysed using theory-informed thematic analysis. The findings indicate that speaking demotivation emerges as a contextually mediated process shaped by the interaction between learners’ psychological experiences and instructional conditions. Learners primarily emphasised affective and relational factors, including lack of social support, negative classroom climate, and limited agency, whereas teachers foregrounded structural constraints such as proficiency gaps, exam-oriented practices, and limited opportunities for authentic language use. Notable divergences between teacher and learner perspectives suggest misalignment in how demotivating experiences are recognised and addressed in classroom practice. The study contributes to the literature by providing a theoretically grounded account of speaking demotivation that connects psychological needs with classroom conditions. It also highlights the importance of designing need-supportive speaking environments and increasing teacher awareness of the affective and agentic dimensions of learner engagement.