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In our time of having a vast variety of learning opportunities in EFL, spanning
from group settings to autonomous learning processes, research interests have
risen towards the possible effects of interrelations between group connections
and autonomy. Deci and Ryan’s (2000) self-determination theory (SDT)
conceptualized learners’ inner need for competence, autonomy, and relatedness,
which serve as motivational forces in learning achievements. In the past
decade, studies (Agawa & Takeuchi, 2016; Chang, 2010; Fukuda, Pope, &
Sakata, 2015; Hu, 2016; Zainuddin & Perera, 2017) have investigated the
connections between relatedness to peers within learning groups and autonomy
which entails rather individual, self-managed activities that take place outside
classroom settings. The article aims to present a theoretical inquiry into how
peer- and group-relatedness interact with and affect EFL learners’ self-directed
learning processes and reveal research fi ndings on the interrelated motivating
effects of the two – seemingly distant but complementary – concepts. This
paper intends to raise awareness of the niche in research beyond the Asian
context (Noels, 2019), and relevance in online EFL instruction.
Keywords: motivation, autonomy, relatedness, self-determination theory
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