How Can Language Teachers Help Their Students Avoid Withdrawing from the Language Course? A Self-Determination Theory Perspective

Abstract

Student withdrawal from second language (L2) courses is a common challenge in higher education, often attributed to individual differences or course structure. However, less attention has been paid to the role of language teachers in preventing such withdrawal. Guided by Self-Determination Theory (SDT), this study investigates how students’ perceptions of their teacher as supporting three basic psychological needs—autonomy, competence, and relatedness—affect their intention to withdraw from an L2 course. Data were collected from 269 Saudi university students enrolled in a compulsory English course, and analyzed using structural equation modeling (SEM). Results revealed that perceived teacher support for autonomy and relatedness significantly decreased students’ withdrawal intentions, while competence had no direct effect. Although competence was not a significant predictor, its effect might be mediated by actual competency and a growth mindset. These findings highlight the importance of autonomy-supportive and relational teaching practices in reducing course attrition and sustaining learner engagement in L2 contexts.

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